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Numerous research papers have already addressed the question of why and how phraseology can be integrated into Teaching German as a First, Second, or Foreign Language. It is argued that phraseologisms - just like single words - belong to the lexical inventory and are therefore essential for both text reception and text production. In addition to more theoretical contributions, there are also practice-oriented studies that show how tasks/exercises with codified and modified phrasemes can serve vocabulary expansion on the one hand, and support the teaching of phonetics, morphology, and syntax on the other. However, little attention has been paid so far to the question of what role phraseologisms play, for example, in language disorders caused by dementia. Can targeted exercises, such as phraseological games, be used as 'linguistic remedies' against dementia? The present paper examines this topic. [ABSTRACT FROM AUTHOR]

This paper focuses on the connection between constructivist learning in German as a foreign language and the use of task-based learning activities in hypermedia learning environments for enriching vocabulary work in the field of phraseology. Using examples from classroom practice, we present and critically reflect upon the possibilities for implementing a constructivist learning culture in phraseology-related vocabulary work [ABSTRACT FROM AUTHOR]