Las combinaciones frecuentes y colocaciones léxicas en niveles iniciales de Español como Lengua Extranjera

Abstract

The Common European Framework of Reference for Language Teaching (CEFR), the Complementary Volume to the CEFR (VCMCER) and the Curricular Plan of the Instituto Cervantes (PCIC) all consider the language learner as a social agent who must strive to learn a foreign language and to achieve communicative competence. The latter, which refers not only to the ability to produce and recognise grammatically correct utterances, but also to appreciate and differentiate in what context and linguistic situations they can be expressed, includes the lexical-semantic component, the focus of this research. Thus, attention is focused on the inclusion of its teaching, both implicitly and explicitly in the classroom, and on working with lexical units and their frequent combinations, lexical and grammatical collocations, fundamentally in the initial levels of Spanish as a Foreign Language (ELE).