The teaching of verbal phraseological units in the field of teaching Spanish as a foreign language raises a number of issues such as what elements make up these units and how to define the syntactic boundary and blurred boundaries between units, which do not help to accurately define this type of unit. Some solutions to these problems are presented in this paper and a didactic application for the Spanish acronym for Spanish as a Foreign Language class is proposed.
Lexicon teaching. Methodology. Phraseology. Colocation.
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