Abstract:

This article intends to suggest a pedagogical reflection about the errors and mother tongue interferences (Albanian language under study) noticed in the acquisition of French as a foreign language. The error, as an inevitable part of this process, has been regarded for a long time by different scholars as having a negative effect on learning actors of a foreign language. We are trying to treat this point on the positive side, emphasizing the evolution of this concept and also analyzing the overall attitude of all actors involved in this process: the learner, the teacher, co learners and parents as indirect actors. Being aware of the changeable language system, called Interlingua by the scholars; in this article we treat the errors and interference of Albanian language in the learners of French as a foreign language. Concrete results of a long-term research have enabled the classification of the errors and interferences of the Albanian learners in the elementary level of the 9-th year educational system. We are providing examples in: orthography, phonetics, grammar (use of verb tenses), lexicon...etc. In the last part we focus on error correction concerning: Who? Why? How? When and what to correct.

Keywords:

Error, interferences, correction, learner, attitude.