LUDIC APPROACH TO TEACH ITALIAN AS FOREIGN LANGUAGE (FL)

Abstract This research aims to highlight how necessary and important is to apply the ludic approach as a teaching tool in teaching a foreign language. The use of the ludic approach in language classes is fundamental to create not only a playful, stimulating, and motivating atmosphere, but above all because, as the literature already points out, the game is fundamental for spontaneous and motivating learning. For this purpose, this modest research aims to apply some games in Italian language classes that are chosen according to the age and language level of pupils. The research was carried out at a nine-year school in Albania studying Italian as a first and second foreign language. After utilizing the games listed below, a questionnaire was handed out to examine various aspects of the games used in the lessons, with particular emphasis on the participants' experience, preferences, advantages of language learning, and any barriers they encountered. The results of the questionnaire revealed that most pupils took part in games in foreign language classes and found them useful for improving their language skills. Pupils' favorite games included vocabulary, conversation, reading and writing. The participants appreciated different aspects of the games, including the fun they provided, the improvement in language skills, interaction with classmates and variation in learning activities. In addition, the use of games has been associated with increased student involvement and better motivation to learn a foreign language. However, some participants highlighted some challenges in the use of games, such as the difficulty in understanding the instructions of the game, the connection between the games and learning objectives, and the adaptation of the games to the different language skills of the students. Overall, the research highlighted the importance of using games in foreign language lessons to make learning more motivating, engaging and effective. The results provided a broad understanding of pupils’ experiences in using games and highlighted the importance of viewing games as a valuable tool for teaching foreign language classes. Keywords: game; foreign language; the ludic approach; teaching tools.