THE ROLE OF PHRASEOLOGISMS IN LEARNING SPANISH AS A FOREIGN LANGUAGE

Phraseological units are a fundamental yet often underexplored dimension of foreign language learning which is rarely or insufficiently integrated in Spanish teaching materials. In this article we examine a paradox that we observe in our experience as researchers and educators: while students display a strong interest in learning phraseologisms from the beginner levels, in textbooks and resources they are introduced at the more advanced levels. Through a review of theoretical frameworks and practical observations we argue that phraseological competence should not be postponed to higher levels as the benefits of teaching such expressions lie not only in their semantic and pragmatic functions, but also in their sociocultural dimension. Nonetheless, Spanish teachers must be cautious: phraseological usage varies across regions, and some expressions may hinder comprehension if introduced without contextualization. This underlines the need for careful pedagogical selection. We suggest that the systematic integration of phraseological units, even at early stages of foreign language education, would foster communicative competence, cultural awareness, and learner motivation. In this regard, we believe that greater presence of phraseological expressions in didactic resources is essential to reflect the authentic use of the language. The role of the teacher remains central, as effective instruction depends on providing contextualized, relevant, and culturally situated explanations. Ultimately, phraseological units should be considered not as peripheral elements, but as essential lexicon that facilitates both linguistic acquisition and intercultural understanding in the classes of Spanish as a foreign language.