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This paper presents a proposal on how to select suitable vocabulary items to teach Spanish as a foreign language (SFL) based on the triangulation or complementation of three sources of lexical information: (1) the available lexicon in native Spanish speakers, (2) the most frequent vocabulary in Spanish and (3) the specific notions of the Plan curricular del Instituto Cervantes. Previously, an analysis of the lexical needs of a sample of SFL students has been carried out, whose results have been collated with the abovementioned sources of vocabulary. The found shortcomings have been evaluated in order to observe how they are covered by each of these three sources. It has been proven that each source covers different lexical needs (with a similarity of 12.5% in the covered needs and a lexical compatibility of the sources of 24%), so the viability of the triangulation is justified. The resulting proposal offers a lexical compilation in different levels that combines the benefits of several well-established selection criteria and overcomes the limitations arising from using them individually. [ABSTRACT FROM AUTHOR]

This paper has two main objectives. The first one is to summarize the various points of view regarding two key concepts in the study of language evolution and change, which are grammaticalization and lexicalization. We have found in previous literature many different opinions and arguments on concepts and their respective domains, as well as the relationship between them, ie, how these processes interact and the degree of linguistic change. Our aim is to give a critical summary of all the authors as a basis to achieve the second objective: to try to elucidate in which evolutionary stage of the continuum collocations are placed and also to provide a test of diachrony in some cases. They will be the basis for further development and introduction to the study of this issue. We will proceed as follows: first, we will examine the two processes of linguistic change and their interrelation. Then we will discuss the subject in the collocations field: that is its position in the evolutionary continuum, and we will test the diachronic line of the following examples of collocations: "estar seguro de que" and "dar comienzo". Both examples support the thesis put forward in this paper: that collocations are in the lexicalization process. [ABSTRACT FROM AUTHOR]