To see the other types of publications on this topic, follow the link: English language – Prepositions.
Journal articles on the topic 'English language – Prepositions'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'English language – Prepositions.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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).
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Nghi, Tran Tin, and Tran Huu Phuc. "A Corpus-Based Study on the Most Frequently Used English Prepositions: A Conceptual Transfer Perspective." Theory and Practice in Language Studies 12, no. 2 (February 1, 2022): 213–20. http://dx.doi.org/10.17507/tpls.1202.01.
Full textAbstract:
This corpus-based study aims to examine the frequencies of English preposition usages from the perspective of conceptual transfer. The authors have built up a corpus from third-year English – majored students' Academic writing tasks (HSAC) as their Ending-course assignments from Ho Chi Minh City University of Food Industry for two consecutive semesters in the academic year 2019 – 2020. This corpus was used as the source of data in analyzing the frequencies of prepositions in their essays. Two hundred and fifty pieces of writing were examined. The concordance output was used to determine the frequency of English preposition usage and types of errors via Sketch Engine Software. The findings showed a negative relationship between prepositional senses and their collocations with certain Vietnamese linguistic features. The study also revealed that negative conceptual transfer was recurrent and systematic. Based upon the findings, a conceptual framework for teaching and learning functional words like prepositions was drawn for language teachers and learners in a foreign language context.
12
Napitupulu, Sependi. "On Translating Prepositions from English into Indonesian: A Case Study of Indonesian EFL Students." International Journal of Linguistics 9, no. 3 (June 24, 2017): 186. http://dx.doi.org/10.5296/ijl.v9i3.11442.
Full textAbstract:
This study attempts to investigate errors in translating prepositions from English into Indonesian language by Undergraduate students at the Methodist University Indonesia, Medan. A total of 20 students in the Department of English Literature, Faculty of English Letters were involved in this study. Forty sentences containing English prepositions were translated by the students. The translations were then compared with the Indonesian equivalence in order to find out the quality of their translation. In order to measure the quality of preposition translation, three categories were referred to, namely: correct translation, correct with revision translation, and incorrect translation. Having analyzed the data, it revealed that most of the students failed to translate complex prepositions such as phrasal verbs. However, most students successfully translated simple prepositions such as noun prepositions and adjective prepositions. From 100% correct translation expected of students, only 44.37% of the total correct translation of prepositions committed by students. While correct with revision, from 100% correct translation with revision expected of students, only 41.75% of the total correct translation that need revision is produced by students. In the meantime, 13.75% of the total incorrect translation is produced by students. It was concluded that students tend to face problems in translating prepositional verbs as they are rarely used by and unfamiliar to students.
13
Brestovci, Meliha, and Sadete Ternava-Osmani. "English Prepositions of Time Translated into Albanian." Journal of Language Teaching and Research 8, no. 4 (July 1, 2017): 691. http://dx.doi.org/10.17507/jltr.0804.07.
Full textAbstract:
The study of language as a form of communication includes the structure and rules under which words interrelate. Scholars are facing the need for research on difficult issues and comparisons at the global and local level. The theme of this research is prepositions of time. Its aim is to deepen the knowledge of distinct prepositions and their use. Several comparative studies of this nature exist regarding the English and Albanian languages; it is tried to update the studies to facilitate students’ acquisition of English as a foreign language and the work of translators between English and Albanian. On the basis of this research, the question rises as: How English prepositions of time for and after are translated into Albanian? In order to clarify the research, it was studied the use of prepositions, particularly prepositional phrases with emphasis on prepositions of time (for and after), and compared them with prepositions in the Albanian language from selected novels in English and Albanian. The research is based on a corpus of four novels, two by English authors and two by an Albanian writer. This research looked into analytical and comparative nature with the aim of enhancing and improving the current state of learning and it resulted that our assumption was right as these prepositions were translated as it was expected in the dictionary.
14
TALIANCICH-KLINGER, CASEY L., LISA M. BEDORE, and ELIZABETH D. PEÑA. "Preposition accuracy on a sentence repetition task in school age Spanish–English bilinguals." Journal of Child Language 45, no. 1 (May 16, 2017): 97–119. http://dx.doi.org/10.1017/s0305000917000125.
Full textAbstract:
AbstractPreposition knowledge is important for academic success. The goal of this project was to examine how different variables such as English input and output, Spanish preposition score, mother education level, and age of English exposure (AoEE) may have played a role in children's preposition knowledge in English. 148 Spanish–English children between 7;0 and 9;11 produced prepositions in English and Spanish on a sentence repetition task from an experimental version of the Bilingual English Spanish Assessment Middle Extension (Peña, Bedore, Gutierrez-Clellen, Iglesias & Goldstein, in development). English input and output accounted for most of the variance in English preposition score. The importance of language-specific experiences in the development of prepositions is discussed. Competition for selection of appropriate prepositions in English and Spanish is discussed as potentially influencing low overall preposition scores in English and Spanish.
15
Rohdenburg, Günter. "Formal Asymmetries between Active and Passive Clauses in Modern English: The Avoidance of Preposition Stranding with Verbs Featuring Omissible Prepositions." Anglia 135, no. 4 (November 10, 2017): 700–744. http://dx.doi.org/10.1515/ang-2017-0068.
Full textAbstract:
AbstractThis paper reports on the results of a corpus-based study that deals with a hitherto neglected kind of formal asymmetry between active and passive clauses involving two-place prepositional verbs like agree. These contrasts are found in the context of two satisfied conditions: a) The preposition in question is omissible, which holds for agree in present-day British English as in They agreed (on/upon/to/with) the proposal. b) Unlike active uses, passivization of relevant prepositional options necessarily results in preposition stranding as in The proposal has been agreed on/upon/to/with. It is shown that – in both passive and active clauses – stranded prepositions tend to be omitted more often than non-stranded ones. Unlike the passive, the active provides only a restricted range of contexts compatible with the potential use of stranded prepositions. What is more, these environments are relatively infrequent with most verbs. This is what largely explains the active-passive asymmetries with the verbs explored in this paper. Crucially, however, stranded prepositions can in several cases be demonstrated to be more strongly avoided in the passive than the active, thus mirroring their cross-linguistic distribution (see e. g. Maling and Zaenen 1985; Truswell 2009). The voice contrast is found to be independent of diachronic changes resulting in either the loss or the acquisition of the prepositions involved.
16
Popović, Mladen. "OVER AND PREKO – AN IMAGE SCHEMA-BASED APPROACH TO CONTRASTIVE ANALYSIS." PHILOLOGIA MEDIANA 14, no. 1 (June 13, 2022): 245–59. http://dx.doi.org/10.46630/phm.14.2022.19.
Full textAbstract:
Prepositions as a grammatical category are highly resistant to propositional definitions and as such they present a significant challenge not only for semantic analysis but also for in-class descriptions, each preposition generating a network of senses with no easily discernible core meaning. These factors contribute to a relative lack of theoretical frameworks devoted to prepositional meaning, preposition translation as well as effective methods via which they could be taught. This paper argues that a useful model for translation and teaching of prepositions can be derived from a revised form of Image Schema theory. For this purpose, a contrastive analysis of two prepositions – the English OVER and Serbian PREKO was performed, with the aim of demonstrating how Image Schema theory, with its inherent focus on universally understandable spatial scenes can easily account for divergent senses of translation-equivalent prepositions. Furthermore, the paper argues that the language-neutral medium of visual scene description provides a natural basis for a ‘tertium comparationis’, while also serving as a useful starting point for language teaching as it circumvents many of the problems inherent in propositional definitions.
17
Šebestová, Denisa. "Prepositional phraseological patterns in Czech and English." Bergen Language and Linguistics Studies 11, no. 1 (September 15, 2021): 27–45. http://dx.doi.org/10.15845/bells.v11i1.3437.
Full textAbstract:
This pilot study aims to identify differences in native and non-native phraseologies, focussing on prepositional patterns. Previous research suggests L2 users’ limited phraseological choices may hinder the accuracy of their language production, and prepositions can pose a particular challenge to Czech learners of English, given the lack of correspondence between translation equivalents. Further, prepositional patterns contribute to text structuring, making them an important part of learners´ competence. Using representative corpora of English and Czech, 3- to 5-grams containing the equivalent preposition pair in/v are extracted. The identified patterns are classified by their semantics and textual functions. While in/v patterns mostly fulfil corresponding functions in the languages compared, the distribution of these functions differs. Specifically, some pattern types are only found in English, highlighting its analytic nature as opposed to inflectional Czech.
18
Budiharto, Agus, and Dian Rokhmawati. "Investigating Mother Tongue Effect In The Acquisition Of English Prepositions By Indonesia-Speaking Learners." Journal of Educational Sciences 7, no. 1 (January 24, 2023): 95. http://dx.doi.org/10.31258/jes.7.1.p.95-109.
Full textAbstract:
The process of learning prepositions gets complicated most notably for learners of English as foreign language (EFL) because they encounter challenges in grasping the manifold meanings and dissimilar contextual applications. This study is aimed at identifying the sources of the difficulty that Indonesia learners of English undergo in learning preposition. To this end, a multiple-choice test was designed to gather data regarding the problems of acquiring and learning English prepositions by UNIRA students of English. The test comprised of fifteen questions. Each of the students was supposed to choice the best possible answer out of the choices from a list with the correct English preposition. In this study, method research design used is qualitative. The results suggest that the students meet considerable difficulties in using English prepositions. The students highly depend on their mother tongue, i.e. Indonesia language, which poses a source of command that enables the students in producing inappropriateness of preposition use.
19
Xenia, Tia, and Christiana Dwi Prisilia Anjani. "THE EFFECT OF ENHANCED EXTENSIVE READING TO THE INCIDENTAL ENGLISH PREPOSITION ACQUISITION." LLT Journal: A Journal on Language and Language Teaching 25, no. 1 (May 9, 2022): 122–31. http://dx.doi.org/10.24071/llt.v25i1.4440.
Full textAbstract:
The English prepositions are still problematic for EFL learners since the existing knowledge of their first language hinders them from understanding the use of English prepositions. This study investigated the effect of enhanced extensive reading on their incidental English preposition acquisition. A total of 16 Indonesian University learners of English as a foreign language participated in this study. The treatment lasted for four weeks, initiated with the pretest. Two weeks after the treatment, the posttest was administered, followed by distributing questionnaires to find out the factors influencing them in doing the posttest. The results showed a significant improvement in the students' incidental acquisition of the targeted English prepositions after they received repeated exposure to the English prepositions through enhanced extensive reading. The factors influencing the improvement of their incidental acquisition involve their existing knowledge of the English prepositions and their built intuition in decision making. It is hoped that teachers and educational institutions are encouraged to add extensive reading to their curriculum.
20
Alnasery, Israa Hamid Shnain. "Reducing the Ambiguity in Translating Prepositions from English into Arabic." Arts for Linguistic & Literary Studies 6, no. 2 (May 26, 2024): 541–55. http://dx.doi.org/10.53286/arts.v6i2.1959.
Full textAbstract:
The study seeks to identify the common difficulties and ambiguities that arise when translating prepositions from English into Arabic and to provide suggestions for improving the precision and understandability of this process. Data are collected from a wide range of online translations carried out by translators with varying degrees of training and proficiency. The findings of a study have highlighted the importance of considering the intricate details of the target language and its cultural background while translating prepositions. The study suggests that linguistic and cultural variations can lead to difficulties when translating idiomatic statements that contain prepositions. Prepositional idioms, which are commonly used in informal English, can be particularly challenging to translate accurately in other languages. The study suggests that language proficiency alone is insufficient for accurate translation. Translators must also take into account cultural and emotional nuances while translating prepositions to ensure that the intended meaning is conveyed accurately.
21
Neumanová, Zdeňka. "L2 English preposition use by Czech university learners: A learner corpus study." Ostrava Journal of English Philology 15, no. 1 (July 2023): 93–119. http://dx.doi.org/10.15452/ojoep.2023.15.0006.
Full textAbstract:
This paper examines the use of prepositions in the L2 English speech production of L1 speakers of Czech. The data is sourced from a spoken corpus comprising forty c.15-minute interviews. L2 English preposition use was studied by means of potential occasion analysis, and the results show that prepositions pose a challenge to EFL learners. Careful scrutiny of the data revealed an increasing tendency toward preposition accuracy in speech across proficiency levels A2 to B2. Moreover, it is hypothesized that the participants’ incorrect EFL preposition selection is influenced by their L1 knowledge.
22
Lutfullina, Gulnara Firdavisovna, and Savva Sergeevich Savinov. "Expression of the category of precedence by prepositions and conjunctions in the English language." Philology. Issues of Theory and Practice 17, no. 2 (February 22, 2024): 496–502. http://dx.doi.org/10.30853/phil20240071.
Full textAbstract:
In this article, a semantic-syntactic analysis of prepositions and conjunctions in the English language with the semantics of precedence is presented. The research objective is to determine the features of the functioning of prepositions and conjunctions in the English language involved in representing the category of precedence. A set of prepositions and conjunctions of temporal semantics implementing the studied meaning has been identified in the paper. The scientific novelty lies in identifying the dominant functions of a preposition or conjunction as non-verbal means of expressing temporality, particularly the meaning of precedence, in determining the temporal meaning of the statement. The obtained results revealed that in the English language, the potential for representing precedence by prepositions and conjunctions is determined by their combinability. Prepositions of precedence are differentiated by types of precedence: 1) immediate precedence (till and until); 2) distant precedence without obligatory localization (before); 3) precedence to a specific moment in time without a zone of distance (by). Prepositions more often express precedence to an explicit time interval, while conjunctions represent precedence to an event described in a subordinate clause, and implying an interval. The specificity of the English language lies in the homonymy of prepositions and conjunctions of precedence.
23
Evans, Vyvyan, and Andrea Tyler. "Rethinking English ‘Prepositions of Movement’." Adpositions of Movement 18 (December 31, 2004): 247–70. http://dx.doi.org/10.1075/bjl.18.13eva.
Full textAbstract:
In this paper, we argue against the view that prepositions designate motion. We make the case for prepositions such as to and through being associated with spatial properties in addition to a functional element. The functional element arises as a consequence of our daily interaction with the spatial configuration associated with the particular preposition. While to is associated with a spatial configuration in which a TR is oriented in the direction of a LM, its functional element is that of the LM constituting the TR’s goal. Due to the integration of spatial and functional elements with sentential context, particularly motion verbs, a movement reading is derived. Previous scholars have assumed this is due to the preposition itself. With regard to through, its semantics are associated with a spatial configuration involving contiguous locations from one side of a bounded LM to the other. The functional element is that of path, which, while correlating with motion, is distinct from it. The notion of motion which often arises in sentences involving through is due to the integration of the spatial and functional character of through with other sentential prompts for movement such as motion verbs. In essence, we argue for carefully articulating the nature of conventional content associated with prepositions, including both spatio-geometric and functional content, and for teasing apart distinct and distinguishable (albeit related) concepts such as orientation, path, trajectory, goal, and motion.
24
MWANGI, SERAH. "Prepositions vanishing in Kenya." English Today 20, no. 1 (January 2004): 27–32. http://dx.doi.org/10.1017/s0266078404001051.
Full textAbstract:
ACCORDING to Schmied (1991a:52), ‘there is some evidence that language learners in general use simplification strategies at an early stage and try to reproduce memorized phrases from the target language later, irrespective of the linguistic and pragmatic context.’ The English prepositional system is well known for its complexity and language learners might well be inclined to simplify in order to reduce such complexities. Indeed, there is evidence from the East African component of the International Corpus of English (ICE-EA) of such a process of simplification in the use of prepositions in the English of Kenya. As a result, some prepositions might well disappear from use in this second-language variety of English.
25
Mushangwe, Herbert. "Challenges and Strategies in Translating Chinese and English Prepositions into Standard Shona." TranscUlturAl: A Journal of Translation and Cultural Studies 9, no. 1 (June 22, 2017): 157. http://dx.doi.org/10.21992/t9192f.
Full textAbstract:
The present study focuses on the challenges and strategies in translating Chinese or English prepositions into Shona. These two languages were chosen mainly because Chinese is becoming one of the most influential foreign language in Zimbabwe while, English is also one of the widely spoken foreign language in many countries. As already observed in some previous research, English and Chinese prepositions are captured in Shona phrases as morphemes. Words are the smallest elements that may be uttered in isolation with semantic or pragmatic content. This differs from morphemes which are defined as smallest units of meaning which cannot necessarily stand on their own. Research shows that Chinese and English prepositions do not have direct equivalent prepositions in Shona. We observed that Shona employs substitutes for Chinese and English prepositions, making translation of prepositions from other languages into Shona challenging.
Keywords: Prepositions; Shona; cross language comparison; Chinese and English, translation
26
Huang, Liyuan. "A Comparative Study of Prepositions in English-Chinese Translation." International Journal of Education and Humanities 8, no. 2 (April 25, 2023): 246–48. http://dx.doi.org/10.54097/ijeh.v8i2.7823.
Full textAbstract:
Prepositions can be regarded as virtual words, which are used frequently in English and Chinese, flexible in application and changeable in meaning, which are used to express the relationship between words and sentences, affect whether the target language readers can effectively understand the original text, and play an important role in English-Chinese translation. By comparing the differences between English and Chinese prepositions, this paper discusses the classification of English and Chinese prepositions from different angles, analyzes the diversity of prepositions based on specific translation examples, and studies the five translation methods of English preposition equivalence, omission, addition, conversion and reverse translation to accurately convey information, hoping to learn and progress together with the majority of readers and translators.
27
Mahardika, Agustine Andriana Ayu, and Barli Bram. "Preposition Mistakes in English for Specific Purposes: The Case of Indonesian Accounting Study Program Students." Pedagogy : Journal of English Language Teaching 10, no. 2 (December 31, 2022): 97. http://dx.doi.org/10.32332/joelt.v10i2.4560.
Full textAbstract:
Prepositions remain challenging for learners of English as a foreign language. Linguistically speaking, prepositions are part of grammar and are frequently used in speaking, listening, reading, and writing. Thus, this research investigated the mastery of English prepositions of undergraduate accounting program students of batch 2021 at a private university in Yogyakarta. The data of this quantitative research were collected through a close-ended questionnaire using Google Forms distributed to 23 students. The collected data were analyzed to identify preposition mistakes. Results showed three common problems of prepositions, namely the addition of unnecessary prepositions, omission of prepositions, and misuse of prepositions. The findings would assist students, thesis advisors, and teachers in using English prepositions grammatically, particularly in English for Specific Purposes (ESP). It is expected that future researchers utilize larger data sets to obtain more robust results of proper uses of prepositions and future researchers are expected to observe the participants directly to maximize the results of the data.
28
Phuc, Tran Huu, Nguyen Tat Thang, and Tran Tin Nghi. "Exploring the Influence of Gender and L1 Conceptual Transfer on English Prepositional Usage." Theory and Practice in Language Studies 13, no. 10 (October 2, 2023): 2449–56. http://dx.doi.org/10.17507/tpls.1310.03.
Full textAbstract:
This study explores how gender and first language (L1) conceptual transfer influence the use of English prepositions among 50 Vietnamese university students aged 18 to 25, enrolled in an English language program. The participants' comprehension of English prepositions in terms of usage, meaning, and context was assessed using pre- and post-tests consisting of 20 multiple-choice questions. The data analysis employed descriptive and inferential statistics, including chi-square tests and independent samples t-tests. Both the pre- and post-test results revealed a moderate level of English prepositional usage, with all participants displaying improvement. Female participants performed slightly better than males on the post-test, while there were no notable gender differences in pre-test scores. In both tests, participants with high levels of L1 conceptual transfer performed significantly poorer compared to those with low levels. These findings highlight the significant role of L1 conceptual transfer in the English prepositional usage of Vietnamese language learners, while suggesting a minor impact of gender. Further research is needed to delve deeper into this relationship. The results emphasize the importance of addressing L1 conceptual transfer in English language instruction, specifically regarding prepositions, within the context of Vietnam.
29
Ordem, Eser. "Acquisition of Zero Relative Clauses in English by Adult Turkish Learners of English." Journal of Education and Training Studies 5, no. 1 (January 3, 2017): 190. http://dx.doi.org/10.11114/jets.v5i1.2056.
Full textAbstract:
Studies on acquisition of relative clauses by first and second language learners have evoked considerable interest in recent decades. In line with such studies, in this present study we aim to show the possible effect of first language (Turkish) on second language (English) in zero relative clause constructions. English uses certain stranded prepositions in zero relative clauses, whereas Turkish uses the same suffix in non-subject relative clause constructions. This observation in two typologically different languages led the study to claim that Turkish word order in non-subject relative clauses affects the acquisition of zero relative clauses in English. Fifty sentences in Turkish were prepared and composed of five categories. Each category consisted of ten sentences. Each category referred to one of the five cases in Turkish. These cases were accusative, locative, ablative, dative and instrumental. The participants (N=91) were asked to translate these Turkish sentences into English. The results showed that the participants tended to omit prepositions in English zero relative clauses except the construction that did not entail any preposition. Therefore, the study implies that Turkish language learners may be under the effect of their mother tongue while producing zero relative clauses in English.
30
Yue, Fang, Shuo Cao, and Jing Huang. "The Semantic Analysis of the Preposition “Through” From the Perspective of Cognitive Linguistics." Theory and Practice in Language Studies 12, no. 2 (February 1, 2022): 400–406. http://dx.doi.org/10.17507/tpls.1202.25.
Full textAbstract:
Prepositions are the most active words in English. Since the late 20th century, linguists have made some deep and comprehensive studies about the polysemy of prepositions. Especially, the emergency of cognitive linguistics offers a new perspective for the study of prepositions. Under the framework of cognitive linguistics, this paper will analyze the preposition “through” from six domains by means of cognitive theories, including prototype theory, image schema theory and conceptual metaphor. It is found that the prototypical meaning of “through” is its spatial meaning. And the extension of the word is achieved with the aid of source-path-goal schema and spatial metaphor from the spatial domain to non-spatial domains. Based on these findings, a conclusion is drawn that all the non-prototypical meanings of one particular preposition are derived from its prototypical meaning and the study of the prototypical meaning is of great significance to the acquisition of English preposition meaning.
31
Stanton, Juliet. "Wholesale Late Merger in Ā-movement: Evidence from Preposition Stranding." Linguistic Inquiry 47, no. 1 (January 2016): 89–126. http://dx.doi.org/10.1162/ling_a_00205.
Full textAbstract:
To account for several asymmetries between A- and Ā-movement, Takahashi and Hulsey (2009) generalize the late merger option ( Lebeaux 1988 , Chomsky 1995 ) as wholesale late merger (WLM). In particular, allowing an NP to merge with a head D as late as (but no later than) its Case position explains why Ā but not A-movement displays Principle C reconstruction effects. In this article, I claim that WLM is also responsible for pervasive asymmetries within the class of Ā-extractions. The evidence comes from restrictions on English preposition stranding. I document a correlation between a preposition’s complementation properties and its ability to be stranded: prepositions that disallow pronominal complements can only be stranded by a subset of Ā-extractions. I argue that the extractions allowing pronoun-rejecting prepositions to be stranded disallow WLM, while those that disallow the stranding allow (and require) WLM.
32
Fathi, Kadija. "Difficulties Facing English Foreign Language University Students in Using English Prepositions." مجلة كلية الاداب, no. 54 (July 14, 2024): 225–39. http://dx.doi.org/10.37376/jofoa.vi54.6533.
Full textAbstract:
Prepositions are one of the most used parts of speech in English. Thisstudy is concerned with the difficulties are facing Libyan highereducation students on the use of English prepositions. More specifically,this study is an attempt to discover these problems and the misuse of theseprepositions. This study is a quantitative. Seventy-six EFL students wererandomly selected from Libyan English department in Faculty ofEducation. The objective test was the main instrument for data collection.The results showed that Libyan students committed varied kinds of theerrors in the use of prepositions. Analysis of the responses revealed thaterrors made were mainly based on the function and replacement of theprepositions. The difficulties encountered in the use of prepositions arelinked to the nature of English prepositions: polysemy, idiomatic usageand substitution with first language prepositions. Another strategy toteaching English prepositions is required to improve students’performance.
33
Evans, Vyvyan, and Andrea Tyler. "Applying cognitive linguistics to pedagogical grammar: the english prepositions of verticality." Revista Brasileira de Linguística Aplicada 5, no. 2 (2005): 11–42. http://dx.doi.org/10.1590/s1984-63982005000200002.
Full textAbstract:
In this paper, we illustrate the merit of applying insights from Cognitive Linguistics to pedagogical grammar. We do so by examining English prepositions, long assumed to be one of the most difficult areas of acquisition for second language learners. The approach to the semantics of English prepositions we present is that developed in Evans and Tyler (2004a, b, In prep.) and Tyler and Evans (2001a, 2003). This account offers the following insights: 1) the concepts encoded by prepositions are image-schematic in nature and thus have an embodied basis. In other words, prepositions are not appropriately modelled as constituting linguistic propositions or semantic feature bundles (the received view in formal linguistics); 2) an English preposition encodes an abstract mental idealization of a spatial relation, derived from more specific spatial scenes. This forms the primary meaning component of a semantic network; 3) the idealized spatial relation also encodes a functional element, which derives from the way spatial relations are salient and relevant for human function and interaction with the physical environment; and 4) the additional senses in the semantic network have been extended in systematic, constrained ways. We discuss two key principles of extension: ways of viewing a spatial scene and experiential correlation. We demonstrate the usefulness of a Cognitive Linguistics approach by examining a few aspects of the lexicalization patterns exhibited by in and the four English prepositions of verticality, over, above, under and below. These prepositions provide good evidence that prepositional meanings are extended from the spatial to abstract domains in ways that are regular and constrained. We conclude that a Cognitive Linguistics approach to prepositions provides a more accurate, systematic account that, in turn, offers the basis for a more coherent, learnable presentation of this hitherto seemingly arbitrary aspect of English grammar.
34
Atamanova, N. V., and N. V. Troshina. "Prepositional case constructions with the preposition <i>ot</i> (English <i>from</i>) in the poetry of F. I. Tyutchev." Russian language at school 85, no. 4 (July 23, 2024): 70–78. http://dx.doi.org/10.30515/0131-6141-2024-85-4-70-78.
Full textAbstract:
Function words, for instance, simple prepositions, have significant potential for meaning making and are an important element of the grammatical structure of the text, which, along with the lexical one, is involved in creating the imagery of an artwork. The insufficient knowledge of the semantic charge of simple prepositions in F. I. Tyutchev’s poetic texts determined the relevance of this study. The research aims to develop a typology of the prepositional-case constructions with the preposition ot (English from) and determine their place in the authors’ dictionary of the poet’s vocabulary. To analyse the 118 uses of phrases with the preposition ot obtained from the "Concordance of the Complete Poems of F. I. Tyutchev. A–Z", we employed the descriptive method in conjunction with observation techniques; generalisation of the material; componential analysis (identification of semantic components of the meaning of the preposition ot); distributional analysis that enabled us to identify the combinability of the preposition ot with other linguistic units. When describing the meanings of prepositional-case constructions with the preposition ot, we considered the morphological and semantic features of the head and dependent words included in the phrases with case government. The study identified and analysed the object, adverbial (locative, temporal, causal, of manner), and attributive relations realised in prepositional-case constructions. Additionally, we specified additional meanings acquired by prepositional combinations in poetic texts. The research shows that constructions with the preposition ot form a fragment of the authors’ dictionary of F. I. Tyutchev’s language.
35
Morras, Javier, and Antonio Barcelona. "Conceptual structuring of the English prepositions between, among, and amid, and their Spanish equivalent entre." Cognitive Linguistic Studies 6, no. 1 (July 12, 2019): 103–29. http://dx.doi.org/10.1075/cogls.00032.mor.
Full textAbstract:
Abstract Spatial language has been traditionally understood as encoding purely spatio-geometric information. However, much more than that must be considered for a full account of the semantics of space. It turns out that spatial arrangements manifest functional consequences which are non-spatial, so prepositional vehicles cannot be equated solely with spatial elements (Vandeloise 1991, 1994). These non-spatial parameters in turn, play a major role in spatial, non-spatial, and temporal conceptions. This provides solid ground to propose a motivation behind these types of meanings that prepositions usually convey. This paper attempts to show how the conceptual basis for each preposition proposed, is a key component within conceptual processes such as elaboration and extension (Langacker 1987). Such an analysis provides a better understanding of the spatial configuration of the English and Spanish prepositions, as well as an account for the semantic extension of non-spatial and temporal conceptions. Using a corpus-driven methodology to evidence the prepositions’ use types, the results obtained favor the hypothesis that non-spatial conceptions are ultimately motivated by spatial ones. This in turn, shows the language-specific character of parameterization due to the clear differences that exist between the English prepositions between, among, and amid, and their Spanish equivalent entre. The cognitive linguistic analysis showed in this research may also offer a new perspective in the area of Language Teaching. The paper concludes with suggestions for further research on the plausibility of psycholinguistic validation and pedagogical applications of the conceptual bases proposed.
36
Csillag, Andrea. "Metaphorical Meanings of Some Prepositions in English Expressions of Sadness." Romanian Journal of English Studies 20, no. 1 (December 1, 2023): 1–10. http://dx.doi.org/10.2478/rjes-2023-0001.
Full textAbstract:
Abstract The paper studies the language of sadness in English on a corpus of conventional expressions and aims at investigating the choice of prepositions combined with a number of sadness terms (e.g. sad about his failure, unhappy at his misfortunate, depressed by the news, sorry for being late). The paper finds that the prepositional phrases name the causes triggering sadness and there are correlations between the prepositions about, at, by, for and over and the types of causes combined together, which can be explained the metaphorical meanings of the prepositions.
37
Woa Wene, Imelda, and Arima Renny Dayu Putri. "CHALLENGES IN IMPLEMENTING PREPOSITIONS OF TIME, PLACE AND DIRECTION FOR FIRST SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." ELTR Journal 2, no. 2 (July 13, 2018): 80–90. http://dx.doi.org/10.37147/eltr.v2i2.97.
Full textAbstract:
This study examined the English proficiency of English Language Education Study Program students, with main focus the use of prepositions of time, place and direction. The researchers discussed the difficulties of first semester students in using these prepositions properly in the sentences. The participants of this research were the first semester students of English Language Education Study Program at Sanata Dharma University. The researchers invited 43 students in the DPA class. The data of this research were collected from questionnaires and Cloze Tests. The collected data from questionnaires were analyzed based on Likert Scale. The data resulted from Cloze Tests were concluded using Level of Achievement Score. The results confirmed that the students experienced the difficulties in using the preposition of place and direction than the preposition of time. The findings revealed that the students were confused in the use of words in, on, and toward. Furthermore, the findings imply that the students should pay more attention to the prepositions and need to find the best strategies to acquire them.
38
Woa Wene, Imelda, and Arima Renny Dayu Putri. "CHALLENGES IN IMPLEMENTING PREPOSITIONS OF TIME, PLACE AND DIRECTION FOR FIRST SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." ELTR Journal 2, no. 2 (July 13, 2018): 80–90. http://dx.doi.org/10.37147/eltr.v2i2.97.
Full textAbstract:
This study examined the English proficiency of English Language Education Study Program students, with main focus the use of prepositions of time, place and direction. The researchers discussed the difficulties of first semester students in using these prepositions properly in the sentences. The participants of this research were the first semester students of English Language Education Study Program at Sanata Dharma University. The researchers invited 43 students in the DPA class. The data of this research were collected from questionnaires and Cloze Tests. The collected data from questionnaires were analyzed based on Likert Scale. The data resulted from Cloze Tests were concluded using Level of Achievement Score. The results confirmed that the students experienced the difficulties in using the preposition of place and direction than the preposition of time. The findings revealed that the students were confused in the use of words in, on, and toward. Furthermore, the findings imply that the students should pay more attention to the prepositions and need to find the best strategies to acquire them.
39
Mohammed, Abdulmoneim Mahmoud. "The Use of Prepositions by Arab Efl Learners: Looking on the Bright Side." Buckingham Journal of Language and Linguistics 4 (October 31, 2011): 84–90. http://dx.doi.org/10.5750/bjll.v4i0.39.
Full textAbstract:
Throughout the history of teaching and learning EFL, prepositions earned a reputation of being difficult for a number of reasons such as the large number of prepositions in English, the complexity of the preposition system, the mismatch between the first language and EFL, and the lack of rules of usage in most cases. Prepositions are believed to be problematic even for university students. Impetus to this study was given by the fact that claims about the difficulty of learning prepositions in EFL run counter to my observation that university students use most of the English prepositions correctly. Having analyzed 50 compositions written by Arabic-speaking EFL university students, we found that more than 80% of the prepositions were correct. Accordingly, claims about the difficulty of the prepositions cannot be made without conducting a holistic performance analysis including both the correctly used prepositions as well as the incorrectly used ones. The pedagogical implications of the findings are discussed in light of some frequently suggested teaching techniques.
40
Ibrahim, Bashir, Hamisu Hamisu Haruna, Ibrahim Bashir, and Kamariah Yunus. "The Usage of Spatial Prepositions in the Headlines of Major Nigerian Newspapers." International Journal of English Linguistics 8, no. 7 (November 27, 2018): 13. http://dx.doi.org/10.5539/ijel.v8n7p13.
Full textAbstract:
English language in Nigeria has the status as an official language that is used in local and international correspondences. One aspect of English grammar that is very hard for second language users including Nigerians to master is prepositions. Not only that English prepositions difficult, they are also the most frequently used items in newspapers that play an important role to signal political and cultural discourses. This study aims to describe the usage and communicative functions of spatial prepositions “in, on and at” in the headlines of four major Nigerian newspapers. Primarily, to achieve that the present study adopted Halliday’s Systemic Functional Linguistics. Data were collected through the analyses of 21 headlines from four selected major Nigerian newspapers. The findings revealed that Vanguard, a major Nigerian newspaper, has the highest percentage of the usage of target prepositions (26.86%), seconded by Punch (24.92%), followed by the Sun (24.27%), and lastly the lowest percentage, The Nation (23.95%). Also, it was revealed from the study that newspaper editors preferred to use preposition “at” (indicating specific location) but replaced it with preposition “in” (indicating broader location). Moreover, despite the frequent usage of preposition “in” in replacement of preposition “at”, they also preferred the forward position that expresses uncertainty compared to mid-ward and backward positions. This study concludes that people can be united ideologically especially on issues that foster nationalism through the use of newspaper headlines since newspaper headline is a new form of discourse that may initiate, sustain, and shape the political and other national agenda.
41
Sumonsriworakun, Piyaboot. "Coursebooks or the BNC? Teaching English Verbs and Their Dependent Prepositions." rEFLections 30, no. 1 (April 28, 2023): 132–58. http://dx.doi.org/10.61508/refl.v30i1.265148.
Full textAbstract:
The study compares English dependent prepositions of the verbs agree, apply, and die shown in English language coursebooks and a corpus. It also suggests English prepositional verbs and their dependent prepositions that are suitable for teaching to L1 Thai learners and a method that should be employed for the instruction. The data were collected from four English language students’ books used by many upper secondary schools in Thailand and the British National Corpus. The findings demonstrate that the coursebooks offer nearly all of the most frequent dependent prepositions of the verbs with scant sentence examples and collocations, while the corpus reveals more dependent prepositions with numerous sentence examples and collocations. Further, the corpus data provide many noun collocates that can be arranged into themes according to their semantic preferences. It is advisable that the coursebooks and corpus data should be used in Thai EFL class to complement each other. The most frequent constructions should also be taught as phraseology through indirect access to data-driven learning, with suggested inductive activities and examples of simplified key word in context concordances.
42
Bergh, Gunnar, and Aimo Seppänen. "Preposition stranding with wh-relatives: a historical survey." English Language and Linguistics 4, no. 2 (November 2000): 295–316. http://dx.doi.org/10.1017/s1360674300000265.
Full textAbstract:
In the course of their history, English wh-relatives are known to have undergone a syntactic change in their prepositional usage: having originally occurred only with pied-piped prepositions, they came to admit preposition stranding as an alternative pattern. The present article presents an overview of this process, showing a modest beginning of stranding in Late Middle English, an increase in Early Modern English, and then a clear decrease in the written language of today, against a more liberal use in spoken English, standard as well as nonstandard. The drop in the incidence of stranding is thus not an expression of a genuine grammatical change but due to notions of correctness derived from the grammar of Latin and affecting written usage. The general trend of the development outlined is mirrored by relative that, with which the pied piping attested in Middle English completely disappeared from the language.
43
Almuhaysh, Marwan A. "Impact of First Language Transfer on the Use of English Prepositions by Arab English Learners." Journal of World Englishes and Educational Practices 4, no. 2 (June 27, 2022): 80–96. http://dx.doi.org/10.32996/jweep.2022.4.2.7.
Full textAbstract:
This study aims to investigate the overuse of English prepositions by Arabs caused by first language transfer among high school, university, and graduate-level students who study English as a foreign language in Saudi Arabia. The researcher developed the research tool of multiple-choice questions to be responded to by the study participants, including five hundred thirty-one persons of the mentioned research community. It has been found after the analysis of responses of the study participants that the greater the students' competence level, the less impact the first language transfer has on second language acquisition. In this study, the researcher recommends that the student should be taught more about the different meanings and usage of prepositions in English and Arabic. In addition, more comparative linguistic research between English and other languages, such as Arabic, should be encouraged to help students understand how prepositions are used in each language.
44
Zhao, Helen, Shuting Huang, Yacong Zhou, and Ruiming Wang. "SCHEMATIC DIAGRAMS IN SECOND LANGUAGE LEARNING OF ENGLISH PREPOSITIONS." Studies in Second Language Acquisition 42, no. 4 (January 13, 2020): 721–48. http://dx.doi.org/10.1017/s027226311900069x.
Full textAbstract:
AbstractIn the current study of applied cognitive linguistics (CL), schematic diagrams that represent generalizations of physical-spatial experience were applied in a computer-based tutor that trained English prepositions for second language (L2) learners. Behavioral and electrophysiological (ERP) measures were used to examine whether schematic-diagram feedback provided by the tutor had an instructional advantage over the minimally informed correctness feedback. Behavioral results confirmed this prediction and further revealed that the treatment difference was more striking when the participants had a lower L2 proficiency. The ERP results also supported the prediction. Violation uses of prepositions yielded an N270 and an N400. Schematic-diagram feedback motivated significant changes in brain potentials, whereas correctness feedback failed to do so. Overall, our findings suggest that CL-inspired instruction of a relatively short duration led to significant improvements in learners’ behavioral productive performance and in their sensitivity to semantic violation of preposition use during online sentence processing. The study provided strong neurolinguistic evidence for CL-inspired pedagogy in supporting L2 learning.
45
Chiknaverova, Karine. "Translating Prepositions from Russian Legal Texts Into English: An Analysis of the Corresponding Interference Zones for Teaching Purposes." Studies in Logic, Grammar and Rhetoric 66, no. 1 (November 19, 2021): 9–23. http://dx.doi.org/10.2478/slgr-2021-0002.
Full textAbstract:
Abstract Various aspects of prepositions translation have been primarily investigated in the framework of translation theory. Applied research is mostly focused on translating particular groups of prepositions against the background of plain language. Legal translation researchers have not yet comprehensively analysed peculiarities of translating Russian prepositions used in legal texts into English. The paper is an attempt to investigate the difficulties which Russian learners can encounter when translating prepositions from Russian commercial contracts into English. Methods employed include language typology comparison, continuous sampling technique, language corpus data analysis as applied to language error forecast and prevention. The material selected for analysis – Russian commercial contracts – is chosen in accordance with the principles of professionalism, globalization, specialisation as well as graduates’ employment opportunities. The author develops a classification of prepositions drawing upon their structural, grammar and semantic functions in the texts of Russian commercial contracts. The findings reveal negative interference zones that can potentially cause preposition errors. Feasibility of the forecast is confirmed by the analysis of real learners’ errors. The research concludes that modelling legal translation teaching which takes into account potential interference zones for students can contribute to shifting focus to problem zones while teaching, raising students’ awareness, and therefore acting as propedeutics of the corresponding errors.
46
Nghi, Tran Tin, Nguyen Tat Thang, and Tran Huu Phuc. "An Investigation into Factors Affecting the Use of English Prepositions by Vietnamese Learners of English." International Journal of Higher Education 10, no. 1 (September 22, 2020): 24. http://dx.doi.org/10.5430/ijhe.v10n1p24.
Full textAbstract:
English prepositions play a significant role in helping students form a well-structured sentence in their learning and communicating. To help Vietnamese learners of English acquire their competence, the authors have done survey research to investigate the factors affecting the uses of English prepositions made by Vietnamese learners of English. The population included 200 female and 200 male participants. A total of 400 answers on the questions provided in the 100-question questionnaire were used for hypothesis testing. The items in the survey were given different weights, and the total attainable marks were 100. The results showed that Vietnamese intra-lingual interference strongly affected prepositional sense expressed by Vietnamese EFL learners. Genders, level of learning (low, intermediate, and advanced), writing and speaking, and cognitive embodiment also played a significant role in terms of language transfer, affecting the usage of English prepositions by EFL learners.
47
Brenda, Maria. "Elaboration sites and prepositional meaning construction in English and Polish." Research in Language 21, no. 2 (December 28, 2023): 117–28. http://dx.doi.org/10.18778/1731-7533.21.2.01.
Full textAbstract:
Although prepositions are relational linguistic units of modest sizes, they can contribute a variety of different meanings to the constructions they are found in. The paper looks into the notion of e-site, which allows for conceptual elaboration of more schematic entities along the vertical and horizontal dimensions of the human conceptual representation. It argues that e-sites are useful for prepositional meaning description. First, e-sites come into play when schematic TRs and LMs of the preposition are elaborated by more specific conceptual structures, thereby, forming a vertical schematic-specific hierarchy of conceptual structures. Along the horizontal dimension, e-sites are responsible for the integration of the conceptual content of expressions which come together to form constructions. This type of elaboration finds its expression in the typology of languages (satellite- or verb-framed) proposed by Talmy (2000) and elaborated by Slobin (2005).
48
Johnson, Stacy. "English Prepositions Explained (review)." Language 78, no. 2 (2002): 384–85. http://dx.doi.org/10.1353/lan.2002.0096.
Full text
49
S. Zaabalawi, Rafe. "Mastering Prepositions in English: Explicit versus Implicit Instruction." Arab World English Journal 12, no. 3 (September 15, 2021): 411–31. http://dx.doi.org/10.24093/awej/vol12no3.29.
Full textAbstract:
Prepositions form a hurdle for several EFL learners, Arabs in particular. One major catalyst is that the preposition systems in English and Arabic rarely correspond to one another. Most scholars who researched this area concentrated on the problem itself, rather than finding a successful remedy that can empower these students to masterfully handle such a thorny area. This study is novel inasmuch as it concerns itself with finding means of facilitating this language area for Arab learners. It reveals the effectiveness of using translation to teach English prepositions to these learners. The research question of this study is: do students who have received explicit tuition and adequate practice on the use of English prepositions in translated texts naturally perform better using such grammatical items in subsequently translated texts than those who have not been instructed on such exemplars in similar language contexts? Sixty students at the Gulf University for Science and Technology in Kuwait participated in the field experiment. The study paradigm had a pre-test/post-test protocol. While the pre-test included four fill-in-the-gap exercises, the post-test contained three Arabic passages which participants were required to translate into English. The findings showed that teaching prepositions explicitly in translated texts is a viable technique for EFL learners’ mastery of such grammatical items. This has implications for EFL specialists and syllabus designers.
50
Albooni, Gamar. "Error Analysis and English Prepositions Learning Strategy of Sudanese EFL Leaners." European Journal of English Language and Literature Studies 11, no. 1 (February 15, 2023): 27–36. http://dx.doi.org/10.37745/ejells.2013/vol11n12736.
Full textAbstract:
This study aimed to investigate the learning strategy of English preposition proficiency of Sudanese EFL Learners. The participants of the study were 50 intermediate year students chosen randomly from the School of Management Studies, Khartoum University. The participants enrolled in a pre- intermediate general English language course for two semesters. Written and oral samples were taken at the end of the first and second semesters, respectively. Errors were grouped into three types: omission, addition and substitution. Errors were analyzed in terms of performance mistakes, negative transfer, and overgeneralization. The main findings of the study indicated significant differences in the strategy of learning English prepositions between the first and second semesters. The study showed that the students were progressing well in their learning of English prepositions. It also, revealed that female students achieved better learning strategies in learning English prepositions compared to male students in both written and oral productions in the two semesters.