Abstract
This paper tries to explain how to teach vocabulary as a second language with a new methodological approach supported on a textual progression, following a criterion of gradation on a base of thematic and pragmatic relevancy, the development of a communicative competence adapted to the situation, the context under consideration of different communicative intentions and types of text, as well as different thematic, related to the needs of learning of the students in question. A written text, –complex and fi nished, that includes all kinds of linguistic material– is what will stimulate to raise different linguistic, cultural aspects, etc. that could arise from it. It is the own pupil, as autonomous being, who determines his lexical and grammatical progression.
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