Idiomatic patterns of the type <i>day by day</i> , <i>faute sur faute</i> : Linguistic description and possibilities for foreign language teaching and learning

Multi-word units have only recently been systematically examined in linguistics. This also applies to the [N 1 PREP N 1 ] pattern analysed here. This article summarises the current state of linguistic research and aims to demonstrate the conditions under which schematic idioms of this type, which cannot be classified as either lexical or syntactic, can be effectively taught in foreign language instruction. Although these constructions demonstrate significant productive and expressive potential and function similarly across many languages, they remain largely absent from secondary school or university curricula, particularly in Germany. First, the [N 1 PREP N 1 ] pattern is examined from a linguistic perspective. The value of multi-word units and usage-based approaches for language learning is then presented, showing that these paradigms are not yet sufficiently integrated into communicative foreign language teaching. To illustrate their great potential, a lesson sequence implemented at the upper secondary school level (Gymnasium) is presented. The lesson sequence combines principles of communicative language teaching – such as orientation toward authentic texts and content-focused instruction – with usage-based approaches. The [N 1 PREP N 1 ] construction was taught using selected excerpts from contemporary political speeches, primarily from the US, in which the pattern frequently occurs. For instance, it can function as a stylistic device to emphasize utterances or to display linguistic creativity. Students are guided to master the construction formally, semantically and pragmatically and to use it with increasing flexibility. The usage-based framework proved particularly effective in fostering students’ metalinguistic awareness. This study is original in that it combines contemporary linguistic and didactic perspectives to present an authentic lesson sequence that reflects both usage-based and communicative language teaching principles, highlighting the pedagogical potential of schematic multi-word units in foreign language education. The study demonstrates the success of linking usage-based Construction Grammar with its application in (English) foreign language teaching. The principles of Construction Grammar, which incorporate all language levels including the pragmatic and discursive, are illustrated using a (semi-)abstract pattern that is also widespread in other languages.