Abstract
The present study aims at analyzing the polysemy of the English preposition in from the cognitive linguistic (CL) point of view using Evans' and Tyler's approach (2003). The perplexity faced by Iraqi second language learners (L2) due to the multi-usages of this preposition has motivated the researcher to conduct this study. Seventy-six second year university students participated in this experimental study. The data of the pre-test and post-test were analyzed by SPSS statistical editor. The results have shown the following: First, a progress of more than (0.05≤) has been detected as far as students' understanding of the multiple usages of the preposition in is concerned. Second, the results of the questionnaire have shown a prominent positive change in the students' attitude toward CL approach. Third, the main source of difficulty has been shown to be attributed to the diversity in the semantics of the preposition in. Fourth, CL as an approach has proven its effectiveness in accurately comprehending the semantics of the English preposition in.
Highlights
As long as they are L2 learners, Iraqi students face the same difficulties experienced by the other L2 learners in comprehending the polysemy of the English preposition in
This study is to test the effectiveness of cognitive linguistic (CL) approach in accurately and systematically comprehending the English preposition in. 1.1 Objectives of the Study The study aims at examining to which extent CL approach can help increase the participants' ability to elicit the semantics of the English preposition 'in' in their speech contexts. 1.2 Limitations of the Study The study was limited to second-year students in the Department of English /College of Education for Women/ University of Baghdad/ Iraq
It helps them acquire new concepts when analyzing this preposition through their location in the context, and when identifying what it means or implies. As long as they practice explaining the meaning of in using objects from real life, they can practice what they have learnt in real life. The results of both tests and the questionnaire show a clear progress in the students' work and attitude toward CL approach
Summary
As long as they are L2 learners, Iraqi students face the same difficulties experienced by the other L2 learners in comprehending the polysemy of the English preposition in. Al-Baharani and Al-Robuye (2016) analyzed the semantics of the English preposition at They explained the problem and offered logical solutions following the CL approach. CL approach offers a complete analysis to English prepositions, and to other languages'. 1.2 Limitations of the Study The study was limited to second-year students in the Department of English /College of Education for Women/ University of Baghdad/ Iraq. It was conducted during the academic year 2018/2019. Seventy-six participants were randomly selected by putting their names in a basket, shaking the basket and randomly selecting the names
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