The aim of this article is to propose a pedagogical reflection on the errors and mother tongue interferences (Albanian language currently under study) observed during the acquisition of a foreign language such as the French language. The error, as an inevitable part of this process, has been regarded for a long time by different scholars as a phenomenon which has a negative effect on the learners of a foreign language. We are trying to address this issue from the positive viewpoint, 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 changing language system, called Interlingua by scholars; in this article we discuss the errors made during the acquisition of a foreign language and interference from the Albanian language in the learners of a foreign language such as the French language. Concrete results of a long-term research have allowed for the classification of errors and interferences experienced by Albanian learners during the first stage of the 9-year primary school program. Here we are offering 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.
