Relevant bibliographies by topics / English language – Prepositions

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Academic literature on the topic 'English language – Prepositions'

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Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "English language – Prepositions"

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Sardaraz, Dr Khan, and Kainat. "Syntactical Structure of English and Pashto Prepositions: A Case of IN-ON Vs PUH-KE and PUH-BANDE." sjesr 3, no. 1 (April 19, 2020): 76–88. http://dx.doi.org/10.36902/sjesr-vol3-iss1-2020(76-88).

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Previous literature mainly focused on the categorization of prepositions in investigation of the syntactical structure Pashto grammar. This paper will adopt syntactical model of Svenonius to examine the syntactic structure of Pashto prepositional system and will compare it with English to find out differences between English and Pashto prepositions. Svenonius’ model has been applied to the structured data on preposition IN and ON in English and PUH-KE and PUH-BANDE in Pashto retrieved from different sources. Purposeful structured sample was used for analysis. The analysis revealed that the prepositional systems in two languages exhibit syntactic and semantic differences, which often affect the translation and learning of second language. The analysis also revealed that the Svenonius’s model has to be modified to harness the syntactical structure of Pashto language. Moreover, Pashto speakers use the contact schema more often in expression of spatial relations than the English, and this paper suggests further research into spatial schemas to comprehensively analyze the Pashto prepositions.
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Ibishi, Arijeta, Gëzim Xhaferri, and Biljana Ivanovska. "ERROR ANALYSIS BY USING THE PREPOSITIVE COMPLEMENT – A STUDY WITH ALBANIAN-SPEAKING GERMAN LEARNERS IN NORTH MACEDONIA." Folia linguistica et litteraria XIII, no. 44 (January 31, 2023): 103–30. http://dx.doi.org/10.31902/fll.44.2023.6.

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The goal of this paper is the contrastive analysis of the prepositions and prepositional supplements of the German and Albanian language. This paper also analyzes and assesses the difficulties of learning a foreign language and the causes of the error frequency in the Albanian native speakers learning German as a foreign language concerning the prepositions and prepositional supplements. It further provides an overview of the problems during the usage of prepositions required by verbs, adjectives and nouns by Albanian learners of the German language. Additionally, there will be an evaluation of the error analysis and the presentation of some methods which provide an easier way to learn the correct usage of the prepositional objects. To achieve this goal, it is necessary to investigate the reasons for the errors, so they can be avoided in the future. It often happens that foreign language learners unconsciously use a construction from another language when they are in a stressful situation, in which they have not yet mastered this construction in German or they cannot think of the correct form at the moment. However, this does not mean that the construction is necessarily taken from their mother tongue (in our case Albanian). It also happens that learners automatically fall back on another foreign language that they speak better than German. This also applies to the prepositions in prepositional supplements. It often happens that learners use the preposition ‘von’ in German instead the English counterpart ‘from’ or the English preposition ‘to’ instead the German ‘zu’. In their native language, the learners use the correct prepositions because these have already been automated since childhood through extensive influence on the language. In the foreign language, the prepositions still have to be become automatic, although it is quite understandable that the learners unconsciously transfer the prepositions from Albanian or from another foreign language into German. In summary, it takes a lot of patience and practice to master the governed prepositions in prepositional supplements. Further research in the field of the methodology of prepositional objects is urgently needed. There are not enough methodological techniques to make it easier to master the required prepositions.
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ROHDENBURG, GÜNTER. "The Complexity Principle at work with rival prepositions." English Language and Linguistics 24, no. 4 (February 24, 2020): 769–800. http://dx.doi.org/10.1017/s1360674319000327.

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The present corpus-based study deals with eight sets of rivalling prepositions in verb-dependent prepositional phrases. The two or three members of these sets, though equivalent in specific uses, differ in terms of functional explicitness. For instance, in directional uses, into can be regarded as more explicit than in. The main objective is to demonstrate for each of these sets that, in line with the Complexity Principle, the more explicit items are favoured in more complex grammatical environments. The contexts under scrutiny include those produced by passivisation, Heavy NP Shift, object relativisation, the use of full object NPs rather than personal pronouns, and preposition stranding. Thus, we observe that – compared with basic active clauses – preposition stranding in the active induces increased shares of the more explicit prepositions in question. Predictably, even higher degrees of prepositional explicitness are found with the combination of preposition stranding and passivisation. Also, it is shown that Heavy NP Shift tends to trigger greater proportions of the more explicit prepositions than object relativisation. The observed tendencies hold for Present-day English and earlier stages of English as well as for morphologically related and unrelated rival prepositions.
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Dulaj, Fridrik, Petrit Duraj, Shemsi Haziri, and Senad Neziri. "Contrastive View Between Several English and Albanian Prepositions." World Journal of English Language 13, no. 2 (March 27, 2023): 537. http://dx.doi.org/10.5430/wjel.v13n2p537.

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This paper presents a contrastive view on use of several English and Albanian prepositions, with particular focus on several English prepositions, in, on and at, equivalent to Albanian preposition në. In English language, grammatically there are clearly defined uses of these prepositions. However, in Albanian language, all three English prepositions are translated with Albanian preposition në, which shows that Albanian language is less developed when it comes to the use of prepositions. This is due to the development of cases system and word endings based on internal grammatical rules of Albanian language. Also, in this study there will be presented some other contrasts between English and Albanian prepositions, in regards to, classification of prepositions according to cases in Albanian language: prepositions in nominative, genitive, accusative and ablative (Alb. rrjedhore) case and lack of their classification in cases in English grammars; conversion of prepositions into conjunctions in some cases in English and lack of this occurrence in Albanian; use of prepositions in the end of sentence in English and lack of this occurrence in Albanian, since it is in contradiction with internal syntax rules of Albanian language.
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Hudcovičová, Marianna. "Analysis of Verbal Prepositional “of” Structures." Journal of Linguistics/Jazykovedný casopis 70, no. 2 (December 1, 2019): 191–99. http://dx.doi.org/10.2478/jazcas-2019-0050.

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Abstract The article presents empirical research of verbal prepositional “of“ structures, grammatical collocations of the verb and the preposition OF. The preposition OF belongs among the most frequent prepositions in the English language. The study is based on comparisons of English and Czech sentences containing verbs and prepositions that are followed by the object. Material was taken from the electronic data bank Prague Czech-English Dependency Treebank 2.0. The structures were examined and analyzed from morphological, syntactical and semantic points of view. The aim of the study is to create English-Czech verbal prepositional counterparts; to create verbal prepositional groups on the grounds of the similar semantic, syntactic features; to identify the features that are the same for each verb group and generalize them; to identify trends and tendencies for verbs when they collocate with a certain preposition. The findings are presented in several charts and tables.
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Stroka, Ogerta Koruti. "Frequency of the misuse of prepositions by Albanian students: A case study with first year students studying Greek, Italian and German at the Faculty of Foreign Languages." European Journal of English Language and Literature Studies 10, no. 8 (August 15, 2022): 22–32. http://dx.doi.org/10.37745/ejells.2013/vol10n82232.

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This study looks at English prepositions and the challenges that students learning English as a Foreign Language (EFL) encounter in mastering them. The purpose of this study is to describe the problems Albanian students studying English have in discovering out how to use prepositions correctly. Examples of preposition misuse are taken from the descriptive essays submitted by Albanian students at the University of Tirana, Faculty of Foreign Languages. We acknowledge that inappropriate use of prepositions was one of the ten most common errors observed in the collected corpus of essays based on the findings of the study conducted with students of the Faculty of Foreign Languages. The findings suggest that Albanian students studying English as a foreign language have difficulty using prepositions correctly. Prepositions are the most frequently misused part of speech. By, at, in, on, to, of, and for were the most often misused prepositions.
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Alwreikat, Emad Abedalaziz, and Kamariah Yunus. "THE USE OF PREPOSITIONS IN ARABIC AND ENGLISH: A COMPARATIVE STUDY." International Journal of Education, Psychology and Counseling 5, no. 35 (June 5, 2020): 31–37. http://dx.doi.org/10.35631/ijepc.535004.

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Arabic and English are derived from different language families. While Arabic belongs to the Semitic family, English belongs to Germanic languages (Alhaj, 2015). Consequently, these two languages are supposed to have dissimilar prepositional structures. The methodology used in this study to comprehend these variances and resemblances regarding prepositions in Arabic and English, the researcher conducted a comparative study among these two prepositional systems. The objective of this paper is not to prove or disprove this claim. Its main focus is finding out how this syntactic feature is dealt with in English and Arabic in general and the contrast in the use of prepositions in both languages. To achieve this aim, the research makes use of the English categories of prepositions and gives the Arabic equivalents, in some cases, there is no Arabic equivalent because English prepositions are more than Arabic ones.
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Fera, Ardian. "PREPOSITIONS AND THEIR SYNTACTIC USE IN ALBANIAN AND ENGLISH." Knowledge International Journal 31, no. 2 (June 5, 2019): 571–74. http://dx.doi.org/10.35120/kij3102571f.

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A preposition is a word or set of words that indicates location or some other relationship between a noun or pronoun and other parts of the sentence. It refers to the word or phrase which shows the relationship between one thing and another, linking nouns, pronouns and phrases to other words in a sentence. They are abstract words that have no concrete meaning. They merely show the relationships between groups of words. Within a preposition, there are many different variations in meaning that are conveyed. The proper interpretation of prepositions is an important issue for automatic natural language understanding. Although the complexity of preposition usage has been argued for and documented by various scholars in linguistics, psycholinguistics, and computational linguistics, very few studies have been done on the function of prepositions in natural language processing (NLP) applications. The reason is that prepositions are probably the most polysemous category and thus, their linguistic realizations are difficult to predict and their cross-linguistic regularities difficult to identify. Prepositions play a major role in the syntactic structures of the English language and they often make an essential contribution to sentence meaning by signifying temporal and spatial relationships, as well as abstract relations involving cause and purpose, agent and instrument, manner and accompaniment, support and much more. They are sensitive linguistic elements that are culturally acceptable and very well known to all members of the same linguistic community. According to cognitive semantics, the figurative senses of a preposition are extended from its spatial senses through conceptual metaphors. In a pedagogical context, it may be useful to draw learners' attention to those aspects of a preposition's spatial sense that are especially relevant for its metaphorization processes. Prepositions have type restrictions on their arguments, they assign thematic roles, and they have a semantic content, possibly underspecified. The only difference with the other open-class categories like nouns, verbs or adjectives is that they do not have any morphology.
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Bratož, Silva. "Teaching English locative prepositions: a cognitive perspective." Linguistica 54, no. 1 (December 31, 2014): 325–37. http://dx.doi.org/10.4312/linguistica.54.1.325-337.

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Prepositions are notoriously hard to learn, and frequently subject to negative transfer. In addition, prepositional meanings are commonly extended from the spatial to abstract domains and are, as a consequence, often unpredictable and arbitrary. Traditional approaches to second language preposition teaching have, therefore, suggested that the best way to learn prepositions would be through rote learning. On the other hand, a cognitive linguistics approach argues that the multiple uses of prepositions can be seen as related in systematic ways. Several pedagogical implications of applying cognitive linguistics findings in second language teaching and learning will be discussed, suggesting ways of translating theory into practical consideration and effective teaching materials. The second part of the article presents an instructional model for teaching the locative prepositions in, on and at from a cognitive perspective, and discusses the results of a study conducted to observe the learners’ response to instruction, based on cognitive linguistics findings. In addition, the benefits of focusing on the cross-linguistic differences between the native and target language, in an explicit and systematic way, will be discussed. In this context, reference will be made to several insights and ideas promoted by the CEFR. The article will end by considering some suggestions and ideas for future research.
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Sanjaya, Albertus Agung, and Barli Bram. "Investigating Preposition Usage Problems of English Language Education Study Program Students." SAGA: Journal of English Language Teaching and Applied Linguistics 2, no. 1 (February 1, 2021): 19–34. http://dx.doi.org/10.21460/saga.2020.21.65.

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As one of the English grammar elements, prepositions might be considered difficult for students of English as a foreign language (EFL). Many studies on this topic have been conducted but it remains problematic and unresolved. Accordingly, the researchers aimed to explore the prepositions in this paper. Gathering the data from fifty acknowledgments of undergraduate theses of the English Language Education Study Program (ELESPA) of a private university in Yogyakarta, the researchers analyzed preposition usage problems that occurred in the acknowledgments. Results showed that three main problems involving the use of prepositions, namely the misselection of prepositions for, in, and to, insertion of prepositions about and to, and omission of prepositions about. Factors causing the problems were investigated and it was found that students’ first language (L1) influenced the incorrect usage of English prepositions.
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Dissertations / Theses on the topic "English language – Prepositions"

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Blom, Liane. "Swedish problems with English prepositions." Thesis, Jönköping University, School of Education and Communication, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-779.

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English prepositions cause problems for learners of English. The way prepositions are taught has impact on how students learn. Using corpora in teaching makes it possible for teachers and pupils to explore language together and is a good alternative to filling in missing prepositions on worksheets. Sometimes linguistic errors are caused by mother tongue interference. Little research has been made earlier with a Swedish contrastive approach to prepositions but a great deal of literature concern language transfer and mother tongue interference. This essay is written on the assumption that Swedish as a first language interferes with English and causes prepositional mistakes.

Two classes of ninth graders participated in my investigation. I wanted to find out if students performed better when they had given answers to choose from or when they had to produce the preposition themselves. My study proved that pupils had a better knowledge of prepositions perceptively than productively. It also proved that learners resorted to Swedish when they did not know the correct answer. Many learners fail to recognise prepositions as parts of multiword expressions. By teaching students how to notice grammatical collocations and lexical chunks we can help them to achieve acceptable levels of language proficiency and accuracy.

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Jaworska, Ewa. "Aspects of the syntax of prepositions and prepositional phrases in English and Polish." Thesis, University of Oxford, 1987. http://ora.ox.ac.uk/objects/uuid:f5aaca25-2abc-412c-aa1e-a97f743d885b.

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The present thesis focusses on the structure of PP's in English and Polish, and the occurrence of PP's in subject and object positions. The main theoretical references are the X-bar Theory of syntactic categories and the Government Binding framework (GB). A consideration of English data corroborates Jackendoff's and Emonds' claim that apart from an NP, prepositions can take a PP and an S′ complement or no complement at all, though details of Jackendoff's analysis are revised. Polish prepositions allow the same range of complements, including no complement, although,with a greater variety of complex prepositions and with intransitive prepositions modified by relative and appositive clauses, the P-PP and the P-S′ structures are less common in Polish than in English. Subject and object PP's have so far received little attention. Like PP objects of prepositions, they are used if the intended meaning cannot be expressed by a suitable NP. The appearance of subject PP's in raising and passive sentences poses a problem for classical Transformational Grammar, though not for a slightly revised version of GB – another category-based framework. The analysis proposed here involves a particular view of the representation of Case, and a revised Case Filter. The Case Filter rules out not merely any lexical NP with no Case but any lexical XP which requires Case but has not been assigned Case. Thus, the properties of being an NP and requiring Case are independent of each other. It emerges from the investigation (i) that prepositions in English and Polish are more alike than one might expect, given the obvious differences between the two languages; (ii) that prepositions and PP's are like verbs and VP's – as Jackendoff emphasizes – but in some respects they show greater resemblance to other categories; and (iii) that syntactic categories are less important for the distribution of phrases than is commonly assumed, and that the meaning of phrases is of central importance for their distribution.
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Jansson, Hanna. "Native Swedish Speakers’ Problems with English Prepositions." Thesis, Örebro University, Department of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-958.

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This essay investigates native Swedish speakers’ problems in the area of prepositions. A total of 19 compositions, including 678 prepositions, written by native Swedish senior high school students were analysed. All the prepositions in the material were judged as either basic, systematic or idiomatic. Then all the errors of substitution, addition and omission were counted and corrected. As hypothesised, least errors were found in the category of basic prepositions and most errors were found in the category of idiomatic prepositions. However, the small difference between the two categories of systematic and idiomatic prepositions suggests that the learners have greater problems with systematic prepositions than what was first thought to be the case. Basic prepositions cause little or no problems. Systematic prepositions, i.e. those that are rule governed or whose usage is somehow generalisable, seem to be quite problematic to native Swedish speakers. Idiomatic prepositions seem to be learnt as ‘chunks’, and the learners are either aware of the whole constructions or do not use them at all. They also cause some problems for Swedish speakers. Since prepositions are often perceived as rather arbitrary without rules to sufficiently describe them, these conclusions might not be surprising to teachers, students and language learners. The greatest error cause was found to be interference from Swedish, and a few errors could be explained as intralingual errors. It seems as if the learners’ knowledge of their mother tongue strongly influences the acquisition of English prepositions.

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Davy, Belinda. "A cognitive-semantic approach to the acquisition of English prepositions /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998029.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 281-296). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9998029.
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Nicholas, Katrina Elizabeth. "Children's Omission of Prepositions in English and Icelandic." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145453.

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The purpose of this dissertation is to empirically test the hypothesis that children's omission of functional elements reflects performance factors (McKee, 1994; McKee & Iwasaki, 2001), rather than lack of knowledge (Felix, 1987; Radford, 1990, 1995; Tomasello, 2000). The multi-level production system treats content and function morphemes differently (Garrett, 1982). Further, a function morpheme's free or bound status and the independence of the content stem affect the likelihood that a function morpheme will be omitted. Four experiments each employed production and comprehension tasks testing English- and Icelandic-speaking children's and adults' production and comprehension of different prepositional phrases. The English experiments tested prepositional phrases with content prepositions and content/function preposition combinations. The Icelandic experiments tested prepositional phrases with prepositions and their associated case markings. Function prepositions in English and case markings in Icelandic both convey information about case, with the former being a free function morpheme, and the latter a bound function morpheme. Both English- and Icelandic-speaking children showed comprehension of prepositions that they do not produce. Further, Icelandic-speaking children produced case markings but English-speaking children did not produce function prepositions. These findings support a performance-based hypothesis with omission attributable to coordination issues among elements in the multi-level production system. These findings also show the importance of cross-modality and cross-linguistic research in studying the competence of children before, during, and after the telegraphic speech stage.
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Stephenson, Tamina C. "Towards a theory of subjective meaning." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/41695.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 2007.
Includes bibliographical references (p. 203-212).
This dissertation develops a form of relativism in which propositions are treated as sets of world-time-individual triples, in contrast to standard views that treat them as sets of worlds or world-time pairs. This builds on existing proposals for predicates of personal taste such as fun and tasty, and has ties to approaches to de se attitudes involving centered worlds. I develop an accompanying pragmatic view in which the context set is similarly construed as a set of world-time-individual triples. The semantic and pragmatic systems together are used to account for the behavior of predicates of personal taste, epistemic modals, indicative conditionals, and a variety of attitude reports, including control constructions. I also explore ways that this account can help solve puzzles related to Moore's paradox. To give one concrete example, I propose that the proposition expressed by the sentence it might be raining is the set of world-time-individual triples such that it's compatible with x's knowledge in w at t that it's raining. On the pragmatic side, a speaker is justified in asserting this sentence in a conversation if it is compatible with the speaker's own knowledge that it's raining; by asserting it, though, the speaker is making the stronger proposal to make it common ground that it is compatible with the knowledge of the entire group of conversational participants that it's raining. If this proposal is accepted by the other participants, then the group will have established that their knowledge states are aligned in a particular way. I introduce the core semantic and pragmatic proposals in Chapter 2, focusing on epistemic modals, predicates of personal taste, and belief reports.
(cont.) In Chapter 3, I extend the analysis to indicative conditionals, showing that this solves longstanding puzzles involving the relationship between conditionals and disjunction. In Chapter 4, I extend the approach to certain control constructions, with a special emphasis on capturing their de se interpretation. In Chapter 5, I look at two puzzles related to Moore's paradox, with special attention to the meaning of imagine.
by Tamina C. Stephenson.
Ph.D.
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Thibeau, Tully Jude. "English prepositions in phrasal verbs: A study in second language acquisition." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284018.

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This study examines whether grammar instruction treatment, input processing, facilitates in learners of English as a Second Language (ESL) a distinction among sets of phrasal verbs containing prepositions. Input processing emphasizes difficult grammatical forms and provides a model for the behavior of the varying roles of phrasal verb prepositions. Such instruction follows three steps: (i) explaining the relation between a grammatical form and its meaning, (ii) informing learners of language processes that adversely influence the form-meaning relation, and (iii) implementing "structured input" activities that target the form in linguistic input, facilitating form-meaning relations. Prepositions in phrasal verbs perform specific roles for exclusive purposes, for instance in verb-particle constructions eat up, clean out, send on where prepositions mark aspectual properties for "completion-of-activity" (telicity) as well as "affectedness" of phrasal verb objects. ESL students were selected for the control and treatment groups. Each group participated in a pretest and posttest. Each test included three tasks: one comprehension (yes/no multiple choice) and two production (sentence completion and written narration). Time (pretest/posttest) and instruction (informal IP/formal explanation) were independent variables. Scores were the dependent variable. Preposition use is difficult for ESL learners, yet no generalizations explain learning difficulty nor has instruction addressed this difficulty. Input Processing furnishes needed instruction and is consonant with current linguistic theory (Minimalism): Word-order phenomena obey "frame alternations" that shift meaning by varying syntactic configuration (movement to alternate sites in phrase structure). Language acquisition centers on mapping functions linking semantics with syntax; thus, pedagogical practice and linguistic theory are united. Structured input activities are likened to natural input that children are exposed to when they acquire language. Acquisition processes link meaningful items in a mental lexicon to grammatical patterns constructed by a mental computer. Second language learners create links between meaning and form because they make decisions about meaning in input structured to highlight the form in which meaning is conveyed. Statistical analyses show treatment effect for input processing instruction on the comprehension task, so subjects' ability is improved through attention to mapping. Production task data were inconclusive yet revealed significance of frequency of prepositions' functions.
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Lindahl, Leonard. "Problematic Prepositions for Swedish Students of English." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35086.

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This study investigates prepositional errors that Swedish 16-year-old students of English produce. The study attempts to understand why English L2 students in Sweden struggle with prepositions by looking at research within the SLA field regarding transfer, interlanguage transfer, implicit and explicit learning. The only extra-linguistic variable included in the study is the variable of gender. The method used to investigate students’ prepositional errors was to hand out a two-part test on prepositions to the students in one Grade 9 class in Sweden. The data was then analyzed and categorized to identify in what construction (PP as adjectival complements, PP as verb complements or PP as adverbials) Swedish students of English produce the most errors. The first part of the test was a fill-in-the-blanks test investigating the students’ productive knowledge. The second part of the test was a grammatical judgement test (GJT) assessing the students’ receptive knowledge. The test was divided into two different parts not to favor one particular test form. The test included a total of 22 students from one class, including 12 male and 10 female students. 8 out of the 22 students answered that they had another L1 than Swedish. A majority of these have lived in Sweden their whole lives, and only two answered that they arrived later in life. In contrast with earlier research and statistics, which show that female students perform academically better than male students, the test showed a clear advantage by the male students in the class. The male students performed better on both parts of the test. The most problematic PP construction for both genders was PP functioning as adjectives. The most common prepositional error that the students performed in the test was negative transfer from Swedish to English.
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Rahman, Zuheir A. Abdul. "An analytic study of errors made by Iraqi students in using English prepositions of place relation." Thesis, Connect to e-thesis, 1990. http://theses.gla.ac.uk/1010/.

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Pocock, Simon James. "Prepositions, syntax and the acquisition of English as a foreign language." Thesis, University of London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243437.

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Books on the topic "English language – Prepositions"

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Lindstromberg, Seth. English prepositions explained. Amsterdam: J. Benjamins Pub. Co., 1998.

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Lindstromberg, Seth. English prepositions explained. Philadelphia: J. Benjamins Pub. Co, 1997.

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English prepositions explained. Amsterdam: John Benjamins Pub. Co., 2010.

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Heinrichs, Ann. Prepositions. Chanhassen, Minn: Child's World, 2004.

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Heinrichs, Ann. Prepositions. Mankato, Minn: The Child's World, 2010.

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Marsico, Katie. Prepositions. Ann Arbor, Michigan: Cherry Lake Publishing, 2013.

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Lindstromberg, Seth. English prepositions explained. Amsterdam: John Benjamins Pub. Co., 2010.

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Riggs, Ann. Adjectives and prepositions. Mankato, MN: Creative Education, 2012.

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Carter, Andrew. Prepositions. New York: Alphabet Soup, 2010.

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Swick, Edward. English pronouns and prepositions. New York: McGraw-Hill, 2005.

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Book chapters on the topic "English language – Prepositions"

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Gaszewski, Jerzy. "Governed Prepositions in English: A Corpus-Based Study." In Second Language Learning and Teaching, 117–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20083-0_9.

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Samiian, Vida, and Richard K. Larson. "Chapter 4. Middle Persian Ezafe." In Advances in Iranian Linguistics II, 100–129. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/cilt.361.04sam.

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This chapter describes one phase of the historical development of the “Ezafe” morpheme, a significant feature of Western Iranian languages. Ezafe is argued to have arisen in Middle Persian (MP) by a reanalysis of the Old Persian relative pronoun ‘haya’ due to a preponderance of copula-less clauses. It is shown that the distribution of Ezafe in MP resembles that in its modern descendants, but differing in three key respects: (i) MP Ezafe is an independent morpheme, and not a clitic; (ii) it appears to form a constituent with its following phrase; and (iii) it patterns like a preposition in various respects. This distribution, coupled with its emergence in the period when the Old Persian case system was disappearing and core functional prepositions were coming into the language, strongly suggests that Ezafe had the status of a genitive preposition in MP comparable to English ‘of’. We conclude with some interesting questions for further research raised by these results.
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Prince, Violaine. "Syntactic and Semantic Impact of Prepositions in Machine Translation : An Empirical Study of French-English Translation of Prepositions ‘à’, ‘de’ and ‘en’." In Human Language Technology. Challenges for Computer Science and Linguistics, 273–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-66527-2_20.

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Alonso, Rosa Alonso, Teresa Cadierno, and Scott Jarvis. "6. Crosslinguistic Influence in the Acquisition of Spatial Prepositions in English as a Foreign Language." In Crosslinguistic Influence in Second Language Acquisition, edited by Rosa Alonso Alonso, 93–120. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783094837-008.

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Pietsch, Lukas. "Prepositional aspect constructions in Hiberno-English." In Language Contact and Contact Languages, 213–36. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/hsm.7.12pie.

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Egan, Thomas. "Giving in English and Norwegian." In Ditransitives in Germanic Languages, 365–75. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sigl.7.11ega.

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This chapter investigates ditransitive constructions and their prepositional dative alternates, containing the cognate verbs English give and Norwegian gi, using data from the English–Norwegian Parallel Corpus (Johansson 2007). The bi-directional nature of the corpus enables us not only to compare the distribution of constructions in the original texts in the two languages but also to investigate how individual tokens are translated into the other language. The analysis shows that give constructions in the two languages are remarkably similar in their semantics and their distribution. There are, however, some differences, including the greater incidence of light verb constructions in English, and a tendency for Norwegian translators to employ a get construction with the recipient recoded as subject rather than indirect/prepositional object.
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Ingham, Richard P. "The Middle English prepositional dative." In Ditransitives in Germanic Languages, 56–79. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sigl.7.02ing.

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The to-PP form of the dative alternation is argued to have arisen from contact with French rather than being linked to the loss of the Old English Dative case. It is shown to have been extended in ME to the experiencer argument of psych verbs, and to the recipient argument of some verbs of communication, but only to those whose French counterparts took the à-dative, regardless of OE case assignment. Where French equivalents of verbs in these classes did not take an indirect object, the Middle English verb took only a nominal object. Selectivity in to-PP use in ME, going beyond verbs of possession transfer yet showing a verb-specific restriction to source item argument realisation patterns, indicates that French provided a replication source for the to-PP form of the dative alternation.
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Malá, Markéta. "Chapter 8. Non-prepositional English correspondences of Czech prepositional phrases." In Studies in Language Companion Series, 199–217. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/slcs.191.08mal.

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Zehentner, Eva. "The emergence of the English dative alternation as a response to system-wide changes." In Ditransitives in Germanic Languages, 19–55. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sigl.7.01zeh.

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This chapter revisits the much-discussed question whether a causal relationship holds between several changes observed in the history of English; these are (a) the increasing use of prepositional patterns, (b) the loss of nominal case marking, and (c) the fixation of constituent order. Located within the same time-period, namely Middle English, there is relatively broad consensus that the processes are correlated. However, the extent and directionality of causation is highly debated. This chapter addresses this issue by taking another look at a specific case study which reflects all the changes: the history of the dative alternation. To add to results from earlier corpus-based investigations on this development, the emergence of the alternation is modelled by means of Evolutionary Game Theory (EGT). Specifically, the study tests the hypothesis that the increase of prepositional ditransitives and ultimately the dative alternation is a consequence of case marking being lost and constituent order becoming fixed, and discusses the potential benefits of taking an EGT approach to such questions.
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Gerwin, Johanna, and Melanie Röthlisberger. "Dialectal ditransitive patterns in British English." In Ditransitives in Germanic Languages, 195–225. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sigl.7.06ger.

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The present study weighs the effect of well-established language-internal factors of the dative alternation such as animacy or pronominality of the object phrases against language-external factors such as origin of the speaker. For that purpose, the study samples three types of dative variants (N = 7,070) from six regional dialects in the UK, namely the canonical prepositional and double object constructions as well as the alternative double object construction (e.g. Give it me), using the Freiburg English Dialect Corpus (FRED) and the British National Corpus (BNC). By applying a novel dialectometric approach that uses conditional random forests, we compare the importance of well-known predictors across these six regions and highlight two (political) clusters that contrast England with Wales. Our study advances current knowledge on regional variation in probabilistic grammars and highlights the importance of including non-canonical variable patterns in the analysis.
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Conference papers on the topic "English language – Prepositions"

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Dac, Phat Dinh, and Han Nguyen Minh. "A Cognitive Semantics Approach to the Polysemy of the English Preposition “On” and Its Vietnamese Equivalents." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.21.

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Exploring the shift in meanings of translating the preposition “on” from English to Vietnamese, the study, besides analyzing the cases of the changes in meanings of the preposition, aims at explaining the cases where the preposition “on” is not translated as “trên” and its Vietnamese equivalents under the cognitive semantics approach. The methods of analysis and synthesis of theories from the available data on the preposition “on” as well as the methods of classifying and systematizing prepositions are applied to English-Vietnamese translation. From the collected data, this study reveals the cases of the shift in meanings of “on” and the characteristics of multiple meanings of the preposition under the cognitive semantics approach. In the course of translation, contextual meanings are used in order to convey the meanings appropriately in the Vietnamese style. The research paper can make some contribution to the teaching of translation and make it a reference material for English learners.
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Wen, Woon Tian, Nurul Farhana Jumaat, Zakiah Mohamad Ashari, Kew Si Na, Abdul Halim Abdullah, Norazrena Abu Samah, and Dayana Farzeeha Ali. "Effectiveness of Mobile Assisted Language Learning towards Students’ Achievement and Motivation in Learning English Prepositions." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9225865.

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Maximova, Olga, and Tatiana Maykova. "SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/21.

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"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of learners’ first and second foreign language interaction seems to be inadequately treated and there is a lack of research on factors that increase learners’ second foreign language proficiency in three-language contact (i.e., their native, first and second foreign language). In particular, little attention is paid to cross-linguistic skills transfer or to lexical interference patterns that arise among students mastering their second foreign language. This paper is devoted to lexical interference that occurs when English for Special Purposes (ESP) is taught as the second foreign language to university students studying French or Spanish as their first foreign language. The purpose of the work is to identify which language(-s) are the source of interference through analyzing students’ errors. The hypotheses of the study are as follows: in case of receptive activity (reading) the language which is closely related to the target language will serve as the source of positive transfer. In productive activity (writing and speaking) lexical interference will arise and play a significant role. The source of interference will be learners’ first foreign language. To test the hypotheses, a pilot study was conducted, during which typical lexical errors of Russian-speaking students studying ESP as their second foreign language and French or Spanish as their first foreign language were identified. The control group were students with native Russian language and English as their first foreign language. The research methodology included questionnaires, testing and interviews. The research participants were RUDN University students. The results of the study confirm the presence of positive transfer and lexical interference in ESP terminology acquisition, the source of which is learners’ first foreign language. Learners’ typical mistakes are associated with the use of articles, prepositions, adjective order, fully and partially assimilated cognates, depend on their language experience and are due to their first foreign language interference"
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Martin, Philippe. "Automatic detection of accent phrases in French." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0030/000445.

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In lexically-stressed languages such as English or Greek, accent phrases usually include one lexical word (noun, verb, adverb or adjective), together with some syntactically bound grammatical words (conjunction, pronoun or preposition). In non-lexically languages such as French or Korean, accent phrases are delimited by a final syllabic stress and may contain more than one lexical word, depending on the speech rate and limited to a 250 ms to 1250-1350 ms duration range. As perception of syllabic stress is strongly influenced by the listeners current own speech rate making perception agreement between annotators elusive, an interactive software program has been implemented imbedding constrains external to acoustic data to better investigate the actual distribution of stressed syllables in oral recordings of French.
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Dallyono, Ruswan. "Student Writers’ Categories of Construals and Sense of the English Preposition on: A cognitive linguistics study." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.44.

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