Lexical and discursive strategies for the development of oral communication in Spanish in business contexts: an empirical study with expert teachers and learners

Abstract

This study examines the impact of explicit teaching and practice of lexical collocations within a genre-based approach to producing job interviews. Strategies valued by both teachers and students are identified, highlighting the importance of sequenced and explicit activities to strengthen lexical-discursive competence, contextualized job interview simulations to enhance fluency and accuracy, and the use of specific tools such as the Diccionario combinatorio práctico del español (Bosque, 2004). The study reveals a perception of effectiveness in reflective activities on lexicon and oral discursive aspects to prevent sociocultural misunderstandings and ensure communicative success. Both teachers and students agree on the relevance of a structured progression, from guided models to autonomous production, as well as the role of feedback in addressing grammatical, lexical, and discursive errors. The results suggest that these strategies not only improve fluency and accuracy but also empower learners to achieve greater autonomy and coherence in professional oral contexts.