Abstract
For more than three decades, the phraseodidacticists have been dealing with issues related to teaching and handling phrasemes in German as a foreign language. Although profound academic research in this field has produced useful methodological proposals (such as the phraseodidactic four-step) and identified phraseodidactic desiderata (phraseological optimum/maximum/minimum), textbook-based studies repeatedly testify to the fact that this is hardly noticed by textbook authors and that the treatment of phrasemes in textbooks consequently bypasses or lags behind phraseodidactic research. The aim of this article is to address some suggestions and wishes to textbook authors on the basis of previous textbook-based research on the situation of phrase teaching in current GFL textbooks from the perspective of GFL teachers who teach with their textbooks and would like to develop learners' phraseological competence in a targeted way. These suggestions mainly refer to important aspects such as phrasem referencing, phrase selection and exercise typology.
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