Abstract Ιn phraseodidactic research there is a broad agreement upon the fact that collocational fluency is a significant factor of language fluency. For this reason high frequency and common set phrases with a high relevance in written and oral communication should be subject to systematic teaching. However, we still have insufficient knowledge about the proper learning progression that accounts for an adequate sequence of introducing set phrases according to the degree of difficulty in the lesson of German as a foreign language. Progression is not to be organized in purely formal terms, but rather in terms that involve factors such as the age, the genre, the association with speech acts and the L1-knowledge. Especially the formal, semantic and pragmatic congruency of L1 and L2 is an essential factor that affects the degree of difficulty and subsequently the burden of learning associated with set phrases. The present study focuses on a subset of the phraseological core vocabulary (“Optimum”) by Hallsteinsdottir et al. (2006) which consists of the 142 representative, i.e. frequent and common, set phrases in German. It aims to determine their difficulty degree for learners with Greek as L1 by highlighting the interlingual equivalence relations by means of methods of contrastive linguistics: L1-L2 proximity is assumed to have a positive impact on learning reducing the learning burden, whereas lack of proximity is assumed to increase the difficulty degree. In line with the results of the interlingual contrastive survey, proposals are formulated for a comprehensible learning progression that provides continuity in the development of phraseological competence based on the common reference levels of language proficiency.

中文翻译：

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国际语言学家联合会语言翻译专业委员会德国语言德语专业证书课程

摘要在词汇教学法研究中，存在这样一个事实，即搭配流畅性是语言流畅性的重要因素，这一观点已得到广泛认可。因此，在书面和口头交流中具有较高相关性的高频和常用短语应接受系统的教学。但是，我们对适当的学习进度仍然缺乏足够的知识，无法根据德语作为外语的学习难度来适当地引入固定短语。进步不是纯粹以正式的形式来组织的，而是以涉及诸如年龄，体裁，与言语行为的关联以及L1知识等因素的术语来组织的。特别是正式的 L1和L2的语义和语用一致性是影响难度和随后与设定短语相关的学习负担的重要因素。本研究集中于Hallsteinsdottir等人的短语核心词汇（“最佳”）的子集。（2006年）由142个代表（即常用和常用的德国常用短语）组成。它旨在通过对比语言学方法强调语言对等关系，从而确定希腊语为L1的学习者的难易程度：L1-L2接近度被认为对学习有积极影响，减轻了学习负担，而缺少接近度则被认为对学习有积极影响。假设增加了难度。根据语际对比调查的结果，