Abstract:

In this paper, teaching of phraseological units, specifically verbal locutions to ELE students according to their level of learning, are the main topics that will be examined. The phraseodidactics is located in the didactics of languages, where the first expressions of interest of foreign language teachers emerge for the most lively part of the language they teach. Thanks to current theoretical advances in phraseology, phraseologists take over until most focus exclusively on this issue and make it a consolidated field of maximum relevance within the different applications of phraseology. Today, phraseodidactics is defined not only as the didactics of the phraseology of a language but also as the didactics of an entire language through its phraseology. The objective of teaching phraseology in Spanish should not be limited to determining the idiomatic meaning of these units, but also to include the relevant levels for its knowledge from an initial level of Spanish, whether they are phonetic-phonological aspects, morphological, syntactic, or semantic, such as discursive, pragmatic, or sociocultural. Based on the cultural importance of the phraseology of every language, the role of these fixed and idiomatic combinations in the teaching of Spanish is analyzed in this paper, making explicit reference to the difficulties involved in treating the metaphorical meaning of phraseological units in Spanish; presenting some examples of frequent mistakes in the learning process by Russian students. Likewise, some considerations are provided to be taken into account by the Spanish teacher when facing the challenge of teaching this diverse area of ​​the language, and the criteria on which a selection of phraseological units for didactic purposes should be based are presented, taking into account the different levels of communicative competence of the students.

Keywords:

Phraseological units, verbal locutions, ELE students, phraseodidactics.