DIGITAL PHRASEOLOGICAL DICTIONARIES FOR PRIMARY LEARNERS: LINGUISTIC AND PEDAGOGICAL DESIGN PRINCIPLES

Abstract

The rapid digitalization of educational resources has fundamentally transformed lexicographic practices, particularly in the field of learner-oriented dictionaries. This article explores the linguistic and pedagogical design principles underlying digital phraseological dictionaries intended for primary school learners. Special attention is paid to the interaction between phraseological complexity, cognitive development of young learners, and digital affordances such as multimodality, interactivity, and adaptive presentation. Drawing on contemporary theories of educational linguistics, phraseology, and digital lexicography, the study proposes a principled framework for selecting, structuring, and presenting phraseological units in digital dictionaries for early foreign language education. The article argues that digital phraseological dictionaries, when grounded in age-appropriate linguistic criteria and pedagogical objectives, can significantly enhance phraseological competence and overall lexical development in primary learners. The findings contribute to the ongoing discussion on child-centered lexicography and offer practical guidelines for the development of effective digital phraseological resources