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

prepared any activity or task for your students with the aim of making 
them come into contact with these types of structures? 
 If YES- what task and which category:

---

47 
 If NO-why: 
7. Do you think students need extra practice apart from the one offered in 
the textbook to develop a proper phraseological competence? 
 
 
IDIOMS 
COLLOCATIONS 
PROVERBS 
SOCIAL 
ROUTINE 
FORMULAE 
If YES- explain 
why: 
If NO- explain 
why not: 
8. In case you wanted to add extra practice on idioms, collocations, social 
routine formulae and proverbs in your teaching, how would you do it?
 
 Through a communicative approach: eg. Role plays, simulations, task-
based teaching, debates, discussions, etc. 
 By means of defined activities such as filling the gaps, clozes, 
matchings, drills,etc.? 
 Using a combination of both 
9. Do you think that phraseology (collocations, idioms, proverbs and social 
routine formulae) should be treated from the very beginning of the 
English learning process or do you think it should be implemented once 
the students have a certain command of the language? (Tick the option 
you agree with and explain why). 
 
 
 
 
 
 

---

48 
 
IDIOMS 
COLLOCATIONS 
PROVERBS 
SOCIAL 
ROUTINE 
FORMULAE 
Phraseology at any 
level. WHY?