TEACHING SPANISH PHRASEOLOGICAL UNITS TO ROMANIAN LEARNERS: DIDACTIC CHALLENGES

Abstract

The aim of this paper is to provide a general overview of the most relevant empirical works in recent years focused on contrastive and applied phraseology to didactics of Spanish as a foreign language in both international and Romanian fields. We reflect on controversial issues such as the appropriate level for introducing the idiomatic component in the classroom, the creation and organization of a phraseological database, the relevant criteria for developing materials and the typology of activities. Moreover, we analyze the role of lexicographic sources and the theories of curricular documents, aiming to provide general methodological considerations with educational implication.