IRONY IN THE PHRASEODIDACTICS: THE CASE OF VERBAL LOCUTIONS IN SFL RUSSIAN STUDENTS

One of the current problems in the field of didactics is related to the methods of acqui-sition when learning foreign languages. Irony, on the other hand, plays a didactic role in the teaching-learning of phraseological units to highlight the meaning and use of phrases in a way that is attractive and easy for learners to remember. Injecting humour and irony into the classroom create a more relaxed and enjoyable learning environment, which helps learners to retain information better. The present research focuses on the importance of irony as a strategy for the study of phrasal instruction in the SFL classroom and aims to an-alyse Russian students' perception of irony in certain idiomatic verbal locutions in Spanish, as well as their correct interpretation and possible implications for the didactic process. In this way, with the purpose of endorsing with greater rigor the existing research on the ironic resource in the classroom, the objective of the research arises, focused on knowing and ac-counting for the relationship between irony, didactics, and phraseology. After analysing the pragmatic element of irony, as well as the different types of irony within the phraseological universe, it is concluded, by means of a test composed of verbal locutions framed in ironic contexts, that its inclusion in the classroom can be fruitful for students.