Abstract: In the present research project, we will set out to design and populate a multilingual database which lists and describes Italian, Chinese, English, French, German, Japanese, Russian and Spanish phraseologisms. We firmly believe that the multilingual database will prove particularly useful in second language teaching. We will endorse the holistic perspective of Construction Grammar as our theoretical and applied framework (Goldberg, 1995; Croft, 2001): we conceive of phraseologisms, in particular idiomatic expressions, as 'constructions', i.e., form-meaning pairings whose meaning is not compositional. With reference to Croft (2001), we will describe multi-word units in their phonological, morpho-syntactic, semantico-pragmatic and discursive aspects (Schafroth, 2013) with the aim of providing an updated tool for second language acquisition and teaching purposes.Keywords: Construction Grammar, Phraseology, Idioms, Multilingual, Database, FRAMEIntroductionIdiosyncrasy in the sense of non-predictability is the normal case in a language and it is to a large extent language specific. This can be a matter of single words, comprising meanings that are not inherent to a comparable word in another language with which it shares at least one meaning (for example, the two nouns plate in English and piatto in Italian). Moreover, idiosyncrasy is particularly relevant when we deal with multi-word linguistic patterns. As we generally do not speak in single words but in larger syntagmatic units, with many of these units being more or less entrenched or idiomatic (non-compositional) word combinations - both characteristics, idiomatic and entrenched, representing idiosyncrasy - we may understand how difficult it is to have a good command of a foreign language. Although we are not aware of idiosyncrasy in our own language, we realize at a very early stage of our foreign language learning that idiosyncrasy and non-predictability are everywhere. We can take almost nothing for granted when we embark on the adventure of learning a new language.To support this argument, it is not even necessary to refer to linguistic patterns like to spill the beans or red herring. The problems foreign learners generally have concern the entire use of the language. Let us consider some examples: the German expression sich in den Finger schneiden (lit. 'to cut into the finger'), corresponds in English to cut one's finger and in Italian to tagliarsi il dito. If you absolutely do not want something to happen you can say (You will marry him) over my dead body! In German you would say (Du heiratest ihn) nur uber meine Leiche! Even if there is correspondence between the concepts involved (Leiche 'dead body') it is the little things that cause big problems, i.e., the innocuous word nur in German and the adjective dead in dead body (body, in fact, also means 'dead person'). If we look at Italian, the analogous construction is fairly different, containing a modal verb (dovere), a verb (passare) and an optional temporal adverb (prima): Dovrai (dovrete, dovranno) (prima) passare sul mio cadavere! Franz Josef Hausmann was generally correct when he painted a rather bleak picture of the lexical and phraseological similarities between two languages:[D]ans une langue etrangere presque tout est different, presque tout est idiomatique. C'est parallelisme qui est l'exception, non la specificite (Hausmann, 1997: 284).Is Hausmann exaggerating? With regard to the great amount of non-corresponding collocations and set phrases in two languages (including phrasetemplates and formulas), one is inclined to say that the answer is No. We must instead admit that: [l]e lexique n'est pas compositionnel, il est (288) and that: le fait idiomatique [...] est au centre de la langue, non a sa peripherie (289). But how can we manage to get our foot in the door of multilingual learner-centred phraseology? If we want to tackle this problem we should first present our goal and then the methods we want to use in order to achieve it. …
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