Proverbs represent complex linguistic units and are characterized by a significant degree of intertextuality (De Beaugrande, Dressler), thus configuring themselves as paremias. A paremia present in common language, even when interrupted, can be perfectly reconstructed by speakers because it is anchored within the linguistic-cultural encyclopedia. This allows for time-saving and the comprehension of corrupted texts, thanks to the principle of linguistic economy (Nitti). Based on these premises, the role of proverbs in second and foreign language learning becomes evident (Alujević, Braović Plavša). Therefore, the level of knowledge of selected proverbs - chosen according to semantic criteria and comparative proximity (Boggione, Massobrio) - was investigated among a sample of Italian and Croatian native speakers learning the respective language as a foreign language. Specifically, a battery of proverbs was created for translation tasks, and the types of errors were evaluated (among others, see Nitti, Facchetti; Cattana, Nesci), with a focus on the phenomenon of interference in the formulation of similar proverbs across the two languages. The research, both glottodidactic and educational-linguistic, through data analysis, demonstrated that - despite the guidelines of the recent Companion Volume of the CEFR - paremiological competence has been poorly promoted in learning environments, where other forms of linguistic comparison are prioritized.