Abstract
Abstract Over the last 30 years, our insight into mental grammars has radically changed with usage-based constructionist approaches providing cognitively- and psychologically-plausible models of language processing and use. And yet, these models have had practically no impact on language teaching at school or university level. With our CASA (‘A Constructionist Approach to Syntactic Analysis’) project, we now want to address this issue. As outlined in the present paper, we propose a constructionist model for the analysis of complex, authentic utterances that will equip pupils, students and teachers with an up-to-date scientific model of human language.
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