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<p class="MsoNormalCxSpFirst" style="text-align: justify; line-height: 1.2; margin: 0.65pt 2.75pt 0.0001pt 6.4pt;"><span style="font-size: 9.0pt; line-height: 90%; font-family: 'Cambria',serif; mso-bidi-font-family: Calibri; letter-spacing: -.15pt; mso-bidi-font-weight: bold; mso-bidi-font-style: italic;">In the current digital era, foreign language teachers in Albanian primary schools, particularly those teaching French, face significant methodological challenges. These challenges primarily concern the effective integration of technological and audiovisual tools into the teaching and learning processes. Key issues include educators' proficiency with modern technological and audiovisual resources and their understanding of the impact these tools have on the acquisition and application of French by primary school students. This study aims to elucidate the role and significance of audiovisual tools in teaching French vocabulary to 9-10-year-olds, as well as in enhancing their linguistic and pragmatic competencies in the language. The research employs both quantitative and qualitative methodologies. Quantitative methods assess children's vocabulary acquisition before and after the implementation of audiovisual tools, comparing it with traditional teaching methods to evaluate vocabulary enrichment. Qualitative methods focus on lexical and semantic development and the practical application of words and expressions in various discursive contexts. The study seeks to address these challenges and contribute to the improvement of French language instruction in Albanian primary schools, ensuring that students develop the skills necessary to thrive in a multilingual and multicultural environment.</span></p>

sem.2024.16.04.pdf

Original Research 

sem.2024.16.04.xml

Audiovisual Tools in Teaching/Learning French Language Lexicon in Primary Education Albanian: A Case Study