El enfoque parafrástico en la enseñanza de las colocaciones en niveles avanzados.

The acquisition of collocations in second language learning currently represents an important line of research. The involvement of these constructions in the discourse, as another manifestation of the speaker's lexical knowledge, has sparked interest in examining how a L2 learner perceives and assimilates the collocations. It has been highlighted that collocations are a major obstacle even for advanced learners, since numerous errors are recorded. Aware of this difficulty, certain authors brought to light the overuse that these learners make of certain collocates (Spa. ex.: Le hicieron una pregunta), to the detriment of other solutions that could not be selected (Spa. ex.: Le {lanzaron/formularon/plantearon} una pregunta). Therefore, we argue the usefulness of utilizing the paraphrase, which is the semantic equivalence between different linguistic productions, as a methodological guideline to face this challenge. This proposal makes a pedagogical adaptation of the Lexical Functions of the Meaning-Text Theory (Mel'čuk, 1996, 2015; Mel'čuk and Polguère, 2021) with the goal to achieve a targeted, conscious, and thoughtful approach to the linguistic reality that the collocation represents. It is a methodology that aims at strengthening the learner's collocational competence. In this regard, this work includes a selection of exercises in Spanish that puts this proposal into practice. [ABSTRACT FROM AUTHOR]