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Emine SADIKU-TEICHMANN & Gladiola POPAlanguage learning. While a text grammar, as conceived by Weinrich, provides yet anadditional tool in foreign language teaching/learning. It serves advanced learners tofurther develop their language competence in text production and analysis.The Albanian language and the foreign language grammarThe linguistic discipline Albanian as a foreign language for some time now has beenunfolding its theoretical and practical values in both Albania and abroad. This fieldof study has seen the engagement of tens of authors. Centers of teaching/learningthe Albanian language make use of the books produced by these authors at numbersand qualities both diverse and commendable. However, this paper does not coverall the publications available in the market. As has already been stated, it only dealswith grammar books. This section dwells specifically on the grammar of Albanianas a foreign language. The forerunning paragraphs disclose the authors’ concepton this kind of grammar. A component of this concept is that they do not equatethe grammar of a foreign language with the grammar rubric in a language method,but only with grammar books per se. While books on teaching/learning Albanianas a foreign language are numerous, grammar books are scarce. In the following,the authors deal with some of these, beginning with “Albanische Grammatik” byBuchholz/Fiedler (Buchholz, O. /Fiedler, W., 1987).In the opinion of this paper’sauthors, it is the apogee of the Albanian grammar. It is a synthesis of all thescientific thought on the Albanian language plus new views, interpretations, andfindings. Hardly is there any other grammar which is so observing and revealing ofthe language in so many ways. Hardly is there any other grammar which describesin more detail the language categories and paradigms. The illustration lists arealways exhaustive. Once the treatment and theoretical explanation of a particularissue comes to an end, one may think that the information has been plentiful andcomprehensive, but no, there is more to come. Observations continue to provideequally important and interesting information. An extraordinary linguisticconscience and intuition encompasses not only the essential denotative meaningof different units, but all the other semantic layers, including grammatical and/orstylistic/emotional hues. All the main linguistic theories of the twentieth centuryare applied in the description, classification and analysis of the language material(traditional linguistics, structuralism, generativism, pragmatism, the theory ofAlbanian Journal of Educational Studies 16