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

example, phraseology? (idiom/collocation dictionaries or particular 
books related to phraseological units? 
 
 
3. Have you noticed any phraseological unit (idioms, collocations, 
proverbs and social routine formulae) in the teaching material you use?  
 If YES, what have you noticed? 

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 If NO, WHY do you think you have not noticed any? (You can mark 
more than one answer). 
 The book doesn‟t offer these kinds of structures 
 I usually skip these aspects 
 I prefer to focus on grammar or other vocabulary areas 
 I think phraseology is an aspect to be studied at higher levels 
 I haven‟t stopped to think about it before
 I don‟t have time to think about this 
 Other:
4. Do you consider idioms, collocations, proverbs and routine formulae an 
important part of the EFL teaching? (Tick the option you agree with 
and explain why). 
 
 
IDIOMS 
COLLOCATIONS 
PROVERBS 
SOCIAL 
ROUTINE 
FORMULAE 
If YES- explain 
why: 
If NO- explain 
why not: 
5. How do you deal with a proverb/idiom/collocation/social routine 
formula that you find in the textbook? Choose one or more by making 
them red or bold. 
 I explain it 
 I compare it to the Spanish equivalent 
 I discuss metaphorical use (regarding idioms and proverbs) 
 I discuss cultural issues concerning the phraseological unit 
 I work with a theme around the phraseological unit 
 I do not deal with it 
 I have not noticed any and, therefore, I do not deal with it 
6. Have you ever taught phraseology on purpose? I mean, have you ever