Prepositions in Use: Prepositions of Standard, Prepositions of Possession and Prepositions of Accompaniment (original) (raw)
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Acquisition of English Prepositions among Iraqi Secondary School Students in Kuala Lumpur-Malaysia
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This paper reviews the status of learning and teaching English prepositions in the Arab word and especially in the Jordanian context. However In this process of learning English preposition, Jordanian EFL learners in the attempt to master this part of speech faces different difficulties. Through the related literature of the studies conducted on these difficulties it was suggested that the majority of errors made by the Jordanian EFL students are the results of frequent acquisition and learning process, such as simplification of the target / English language prepositions system and rules overgeneralization .The impact of the subjects' native language was found crucial. Where most of the errors that could possibly be ascribed to native language transfer, among other sources, such as the
Jordanian Difficulties in Using English Prepositions
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This study sought to answer two questions (a) Do those prominent and easy prepositions of time constitute a great difficulty for Jordanian school students? (b) What prepositions of time are particularly difficult for Jordanian school students to learn? The prepositions investigated were at, for, in, on, since and ø. A 23-item cloze-test was administered to 47 Jordanian preparatory-school students. The analysis showed that these prepositions constitute a great difficulty for those students. Moreover, preposition since was found the easiest to use among other prepositions.
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Prepositions are functional words that present the relationships between groups of words. EFL students find difficulty in using prepositions correctly in their writing tasks. The present study is an attempt to identify the errors made by UAE University students in the Engineering College in the use of prepositions. The participants of the study are 30 Arabic students attending UAE University aged between 18-23 years old. A test on English preposition was developed which contained thirty multiple choice questions, and distributed to the students. Errors have been pinpointed and results have been analyzed using discourse analysis. This study is expected to be valuable to EFL students, teachers and translators.
Himalayan Journals, 2023
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Challenges in Teaching Prepositions in a Language Classroom
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This research deals with English prepositions and the difficulties English as a Foreign Language (EFL) students face while they master prepositions. The researchers also intend to identify the needs of English teachers who wish to improve their teaching skills through a better explanation of prepositions by giving them some practical tips. The participants in this research were 50 teachers. Data were collected through questionnaires done with English teachers from Albania, Greece and Kosovo. The aim of the questionnaires was to discover if the teachers taught prepositions in the class or not. The research findings revealed that most of the EFL teachers teach what's in the textbook or they just do not explain prepositions at all. Most of the teachers felt that English prepositions are difficult to teach to nonnative speakers, for many reasons: 1. polysemy of prepositions, where different meanings change according to the context in which prepositions are used; 2. lack of a spoken and written guide on how to use prepositions; 3. native language interference. At the end of article the authors provide multiple activities concerning prepositions, their acquisition and their usage.
A Comparative Study of English and Arabic Use of Prepositions Amongst Arab Native Speakers
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Prepositions pose major problems when translated from Arabic into English or vice versa. The accurate mapping between English-Arabic and Arabic-English prepositions are some times very difficult to determine by Arab learners. This study is designed to identify the difficulties concerning preposition, which Arab students may face when translating into English or vice-versa. This paper reports on a study undertaken the form of questions and the form of texts to be translated from Arabic to English and these questions were answered by twenty Arab students at university Putra Malaysia. As a result of this examination, mistakes have been detected, analyzed and studied, then recommendation where offered as to how these mistakes may be corrected or eradicated.
Cognitive Problems of Learners in English Preposition Usage
The present study has explored reasons for the faulty usage of English prepositions by Pakistani students of grade-XIII. Twenty-five participants were given forty-eight Urdu sentences to translate. Their errors were noted and analyzed. The analysis was supported by two strategies: interviews with the participants, and contrastive analysis of the test items. The findings suggested that the learners had made mistakes because of three basic reasons: (1) Inter-lingual Correlations, (2) Superimposition of Personal Time Scale, and (3) Transfer. Inter-lingual Correlation refers to the literal translation of Urdu case markers/postpositions into English prepositions. Superimposition of Personal Time Scale specifies that the learners superimposed their personal time frame on the time frame of the text and remained confused about the use of since and for in the perfect progressive tenses. Transfer means that the learners translated the L1 sequences verbatim, in violation of the rules of L2 grammar. The researchers suggest that the teachers should avoid teaching prepositions by translating them into L1; they should help the learners memorize and use prepositions in as many diverse situations as possible; oral drills may also be helpful in this regard.