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This article begins with a survey of the various theories and authors who have addressed the linguistic phenomenon of synonymy. The different perspectives of definitions and classifications are examined. As a methodology, classical and contemporary sources are approached, which implied a systematic review and analysis, to derive a basic didactic proposal. The literature review revealed an evolution, ranging from simplistic conceptions to more complex approaches that consider semantic, pragmatic and contextual aspects. Several classifications were identified, highlighting the prevalence of partial synonymy over total synonymy. This part of the study underlines the importance that synonymy has had for theorists in lexicography, language teaching and natural language processing. However, the author concludes that didactically the emphasis should be on the acquisition of new vocabulary and therefore makes a model proposal at a university level.
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