The use of the poner and volver verbs as change-of-state verbs in Spanish L1 and L2 has been analyzed in this paper. The main objective was to check whether L2 Spanish learners have used these verbs in the same way (frequency, productivity, combinatorics, distribution) as native speakers. To this end, a corpus based on narratives of emotional themes, written by two groups of 18 participants (native speakers / Francophone Spanish learners of level B1) has been analyzed. The results have shown an anomalous use of these verbs in L2, which seems to respond to the didactic treatment received. These results have led to propose a set of pedagogical suggestions in order to adapt the teaching of these verbs to the use that native speakers make of them. The pedagogical proposals of this work are essentially based on learning the verbal lexicon through polysemy. This approach seems particularly pertinent considering the lexical persistence that exists between the use of poner and volver as change-of-state verbs and the rest of their meanings. It is also based on the interest of proposing to L2 learners an access to meaning based on semantic motivation. The synthetic description of the semantic network of poner and volver proposed in this study has been very useful for this purpose.