Dissertation analysis of phraseological content in English teaching: materials and teachers’ attitudes

6. CONCLUSIONS 
In our research, we have noticed that the phraseology contained in some of the English 
textbooks used in the Region of Murcia is too scarce, or at least, not always addressed at 
aiming the requested goals (BORM and CEFR). On a more positive note, we have observed 
that there is a tendency to the phraseological implementation in the English teaching, although 
within a non-homogeneous approach. In some books, particular categories are explicitly 
stressed, but in some others, the phraseological unit occurrences are absolutely incidental. 
With regard to the attitude of the English teachers towards the teaching of this phraseological 
content, we found controversy. Most of them seem to be for the teaching of idioms, 
collocations and social routine formulae as important items in order to reach a good 
competence in the language; just a few are for proverbs, for being considered high-leveled or 
not very common in daily speech. However, in general, they defend the idea that, although 
phraseology is a relevant part of the language, grammar and general vocabulary have a greater 
importance for students at the levels they teach (ESO and Bachillerato, mainly) and, as they 
usually lack time due to the high amount of contents contained in curricula, they feel unable 
to devote their limited hours to what they considered minor aspects. 
Unfortunately, this is the main problem. Phraseology and Phraseodidactics have 
always been considered minor branches of vocabulary and there is an extended vision that 
supports this point of view. We do support the opposite view, since the use of phraseology in 
real communication is continuous and extremely important in the command of a language. 
In order to make society aware of the relevance of our subject of study, we do believe 
that, certainly, further research on didactics on Phraseology and Phraseodidactics is needed. A 
phraseological minimum, more complete textbooks and harder training for the teachers on 
phraseological issues need to be implemented in current pedagogical approaches. In this way, 
students will be able to achieve the objectives required and teachers will not hesitate and 
struggle when facing phraseology in classrooms.

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