THE EFFECT OF ENHANCED EXTENSIVE READING TO THE INCIDENTAL ENGLISH PREPOSITION ACQUISITION

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

Jordanian Undergraduate Students’ Use of English Prepositional Verbs: Analytical Study

This study investigates the difficulties of English prepositions that face Arab English language learners (ELLs) at the university level. It attempts to unfold the factors that cause these problems and to help English as foreign language (EFL) teachers to come up with effective teaching methods in teaching English prepositions. Many studies have been conducted on the ELLs when it comes to English prepositions. However, this study explains what causes these problems in the first place, and what EFL teachers can do to avoid those problems especially for Arab ELLs. The results show that using preposition collocation in teaching Arab ELLs is proved to be better than teaching prepositions individually.

On the methodology for constructing a semantic network of English prepositions : a case study of the preposition for

The purpose of this paper is to propose a new methodology for constructing semantic networks of English prepositions, a network reasonably regarded as psychologically real. As a case study, we will specifically dis-cuss the preposition for. Another aim of this paper is to apply our semantic networks to a pedagogical purpose of helping Japanese English learners to learn the semantics of English prepositions more effectively

Spatial Prepositions in Arabic and English

The acquisition of English prepositions is particularly challenging for students learning English as a second language. This project explores the acquisition of English spatial expressions by Arab ESL learners. This study examines several issues that may affect the processes of acquiring the English prepositions among Arab ESL learners such as the age of acquisition, learning transfer, and frequency. Furthermore, it considers the difficulties that Arab learners may encounter when learning English spatial locatives via transfer phenomena. These phenomena involve possible positive transfer and negative transfer in second language acquisition. This is especially problematic in the case of the lack of a one-to-one mapping and the different number of prepositions in Arabic and English. The study elicits English prepositions by Arab ESL learners through a Cloze procedure. The experiment focuses on the use of the spatial prepositions in, on, and at across different levels of Saudi students in Miami. Keywords: spatial, learning transfer, positive transfer, negative transfe

Student Ability To Use English Prepositions

This study aims to reveal students' understanding of prepositions and describe the types that often confuse students. Field research is the activity of collecting baseline data for research purposes. This research was conducted using tests, questionnaires, interviews, and direct observation. In this method, the author gives a test essay consisting of 30 questions. The test was given to 50 Xi SMA Hang Tuah Makassar class students to determine their understanding of English prepositions. The author proposes a questionnaire that attempts to identify the methods of language learning by students and the experience of students in learning languages. The author presents a questionnaire that attempts to identify the processes of language learning by students and the experience of students in learning languages.A preposition is a type of adjective that usually precedes its object. Prepositional properties include words expressing spatial relationships, such as y, in, on, under, over, too, from, through, etc. A noun always follows prepositions. These conjunctions show the relationship between the nouns that follow them and one of the main elements of the sentence. The noun or pronoun after the preposition is the object. The pronoun used in this position is always the object pronoun. This study showed that the average yield. of the correct answer for prepositions of place using in, on, and at can be calculated as 368/50 = 7.36. The result of using the wrong preposition is 382/50 = 7.64. These calculations show that the number of respondents who do not know how to use prepositions correctly is more excellent than those who do. Overall, this study shows that students' ability to use the prepositions in, on, and at to indicate time and place still needs to improve. But the average difference between correct and incorrect use is minimal. In other words, the results show that the ability to use prepositions in the XI SMA Hang Tuah Makassar class as respondents in this study were average

The Second Language Acquisition of English Prepositions

The acquisition of English prepositions is especially difficult for students learning English as a second language. This paper briefly discusses how prepositions are used in English and a few of the reasons prepositions cause problems for English language learners. It also analyzes the underlying system that governs prepositions and how this system might be represented to English language learners. Finally, it analyzes the current pedagogy and suggests a possible alternative to the status quo

Analysis of prepositions: near and away from Frames of reference.

XXII Jornades de Foment de la Investigació de la Facultat de Ciències Humanes i Socials (Any 2017)Traditional strategies and procedures to learn a foreign language include the study of rules of grammar and doing exercises such as filling the gaps, repetition of words, drills, memorization of irregular verbs and sentences which may express usual expressions of everyday life. Even if the array of exercises is adequate, polysemy in prepositions causes difficulties in choosing the proper preposition conveying the meaning required by different contexts. Two prepositions of the horizontal axis (near and away from) are taken into consideration in this paper. Approaching the problem from the theory of polysemy and understanding, the use of these prepositions is explored along the dimensions of function, topology – which is the study of physical space–, and force dynamics – introduced in studies such as Navarro (1998)–, as well as the notion of frame of reference (Levinson, 2004). Then, the different senses and uses of these prepositions of the horizontal axis are systematized, explained and examples are used to illustrate the difficulties in learning a language and the doubts which students may have in some situations

English Prepositions: A Non-Specific Contrastive Perspective

Most English today is used in communication not involving native speakers. This English is learned as a foreign language, but it differs significantly from Standard English in many areas, including prepositions. This paper is a step towards an incipient theory of prepositions as used by non-native speakers of English. The approach used is non-specific contrastive analysis, which is a methodology interested in predicting areas where learning English would prove difficult for speakers of any language. In this paper, existing research on the topic is surveyed and evaluated. The paper shows why a semasiological organization of prepositions is not an appropriate method of organization for a sublanguage, which English as an auxiliary language certainly is. A brief overview of the history of non-specific contrastive analysis of English is given, including but not limited to Charles Ogden’s Basic English and the latest program, English as a Lingua Franca. The paper makes use of the findings of cognitive linguistics, especially the prototype theory and proto scenes, to create a better theoretical outline than the ones reviewed. A theoretical approach based on cognition and the onomasiological method of organization is put forth. The paper finishes with a discussion of several possible objections to the proposed methodology, as well as a critique of the misguided fusion of politics and linguistics typical of some proponents of non-specific contrastive analysis