CHALLENGES IN TEACHING FRENCH PHRASEOLOGICAL UNITS TO PHILOLOGY STUDENTS

Abstract

The acquisition of phraseological units constitutes a significant challenge in foreign language learning, particularly for philology students specializing in French. This article examines the key difficulties encountered in teaching French phraseological units and identifies pedagogical strategies to address them. Drawing on linguocultural and cognitive approaches, the study highlights issues such as semantic opacity, cultural specificity, and limited exposure in instructional materials. The findings suggest that integrating contextualized teaching methods and intercultural competence can enhance students’ mastery of phraseology.