Year: 2024
Type: article
Abstract: It is unquestionable that teaching vocabulary in Spanish as a Foreign Language (ELE) must be based on solid principles that ensure coherent and functional learning progression. Tools like the Common European Framework of Reference for Languages (CEFR), its Companion Volume, and the Plan Curricular del Instituto Cervantes (PCIC) offer essential frameworks for teachers, allowing decisions about what vocabulary to teach and at which level to be based on communicative and pedagogical criteria rather than taken randomly. Ultimately, the proper selection of vocabulary significantly contributes to the communicative success of students, facilitating their integration into a wide range of social and cultural contexts. The PCIC provides a comprehensive framework for teaching vocabulary in ELE, structured around 20 main topics that cover key areas of human experience. The criteria for vocabulary selection—frequency, communicative utility, and register—ensure that students acquire functional vocabulary adapted to their needs at each level of proficiency. Additionally, the flexibility of the PCIC allows for the adaptation of lexical units to different teaching contexts, ensuring that Spanish teaching remains both relevant and effective. This research aims to recognize the importance of formulaic sequences in the learning of Spanish as a Foreign or Second Language (ELE/L2), arguing that their explicit instruction, based on lexical frequency and supported by corpus data, is crucial for improving students' fluency and communicative competence. This approach provides a solid framework for selecting lexical sequences and offers teachers tools to adapt their teaching more efficiently to the learners' levels and needs.
Author: Fermín Martos Eliche
Institution: Universidad de Granada
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4405645007