Usage Of Prepositions Research Articles

English Prepositions Expressing Temporal Limits: Semantic Features and Functioning

This article explores the semantics and usage of prepositions in the English that denote temporal limits of actions. A review of various lexicographical sources, reference literature, and grammars is conducted, highlighting that not all sources provide comprehensive information on the meanings and functioning of prepositions, often offering only general information. Practical material for the study is extracted from the British National Corpus, comprising approximately two thousand contexts. It is established that making a definitive conclusion about including a temporal limit within the timeframe allocated for an action is not always possible. This semantic ambiguity is noted in around 20% of the total number of analyzed contexts. The study demonstrates that to resolve ambiguity and ensure successful communication, addressees often resort to using clarifying elements or complete / partial paraphrasing of the message text. Clarifications are found to be most typical in texts of a scientific research nature, schedules, legal and economic documents. The article concludes on the necessity of further research related to the semantics and usage of prepositions.

Features of preposition usage in the diplomatic sub-style of the Russian and Chinese languages

The article is devoted to the use of prepositions in the diplomatic language of the Russian and Chinese languages. The subject of the study is the structural and semantic characteristics of prepositional constructions typical of the diplomatic substyle. The main goal is a comparative analysis of the preposition use as one of the diplomatic substyle linguistic features in the languages under consideration and the identification of their features in terms of their structure and meaning. To achieve this goal, methods of comparative analysis, statistical analysis and component analysis were used. Bilingual diplomatic documents from the official websites of the Ministry of Foreign Affairs of Russia and China over the period from 1994 to 2023 were selected as research material. As a result of the study, we conclude that prepositions are actively used in both Russian and Chinese diplomatic styles, but their structures and meanings differ. We have found that from the point of view of the constructions’ meanings, both languages possess prepositional constructions to express the meanings of goals, methods and bases. However, in the Chinese language there is a special group of prepositions expressing the subject or object of an action, while in the Russian language such meanings are conveyed using case forms.

A Study of Women`s Language Features in Pakistani Female Bloggers

Bloggers often write about personal interests. The content of Pakistani female bloggers' blogs might reveal their views on women's rights and empowerment, social issues, education, fashion, and lifestyle. Pakistani female bloggers' gender discourse is examined using women's language traits. This study investigates linguistic patterns and issues of interest within a specific group to get insight into the role of women in Pakistani online discourse and gendered communication in digital spaces. This study could use qualitative research methods and data acquisition. The qualitative section of this research analyses the chosen female bloggers' blog postings to identify linguistic patterns, vocabulary, grammatical structures, and other language characteristics. Pakistani English often uses progressive verbs, which are stative in British English. In conclusion, Pakistani female bloggers' writing language is revealed via data analysis. Pakistani female bloggers have a particular voice and style due to the lack of articles, the usage of prepositions with "-ing" participles, progressive features, and informal language. The study may also examine Pakistani English stative verb progression. This could involve identifying the verbs used this way and exploring the causes of this linguistic diversity. The current study only included five female bloggers. Future research should involve a wider and more diverse sample of bloggers to better understand the groups and themes being investigated.

Enhanced extensive reading in EFL classroom: An investigation of its effect on learners’ incidental preposition acquisition

This study investigates the impact of enhanced extensive reading on the incidental acquisition of prepositions "in," "on," and "at" related to time and place among English as a Foreign Language (EFL) learners. Ten senior students from the English Education Department at the State Islamic University of North Sumatera participated in a pre-experimental design with a one-group pretest-posttest approach. The pretest assessed preposition proficiency, followed by a two-week extensive reading intervention, resulting in a significant improvement in post-test scores, as evidenced by a paired t-test (p = .000). Utilizing Google Forms for standardized data collection, the study incorporated multiple-choice and fixing incorrect prepositions sections, revealing a notable mean score increase from 59.5 to 69 post-intervention. Effect sizes, calculated with Cohen's D, indicated a small effect (0.15) in the multiple-choice section and a substantial effect (0.78) in fixing incorrect prepositions. Participants' positive perception of extensive reading aligns with literature emphasizing the benefits of repeated exposure to prepositions in texts. Acknowledging limitations such as a small sample size and limited reading materials, the study recommends future research to enhance study design and diversify participants. Common mistakes in preposition usage, including challenges in time-specific contexts and confusion between "in," "on," and "at," were analyzed, emphasizing the importance of targeted instruction. In conclusion, combining incidental learning through enhanced extensive reading with targeted instruction proves effective in improving EFL learners' incidental acquisition of English prepositions, offering valuable insights for educators to address specific challenges in preposition usage.

Interactive Preposition Game to Improve the Usage of Preposition of Place Among Year 4 Pupils

This study was designed to improve the pupils’ grammar specifically in preposition of place using Interactive Preposition Game (IPG) as a teaching and learning strategy. The participants of the study were Year 4 pupils from a primary school and the researcher was the teacher who conducted the action research in the classroom and the cycle of the intervention had been done once. The data collected were tests, supported with interview and teacher’s reflective journal. Improvement was shown based on the data obtained as there was an increase of mean scores in the second test (82%) compared to first test (25%). Moreover, it was found that IPG was able to enhance pupils’ understanding, motivation and promote fun learning in the classroom. The results of the study indicated that the pupils had positive behaviours and responses towards the use of IPG in learning grammar.

The Language Relativity on Students' Essay Writing by Utilizing Mind Mapping Technique in EFL Learning

This article discusses essay writing techniques, preposition and transitional words, and terms that cannot be lexically or syntactically comprehended but can be culturally understood. The purpose of this study is to discover language relativity in students' essay paragraphs utilizing a mind mapping technique in EFL learning. The researcher employed a descriptive strategy, observing and documenting the writing process in class. The participants were distinguished by their diverse living, educational, and professional backgrounds. These writings were descriptively assessed using appropriate literature, and observations were also undertaken to arrive at a reasonable interpretation. As a result, mind mapping with language relativity integrates meaningful students' knowledge such as history, linguistics such as preposition and transition word usage, and Indonesian cultural types and values such as Sarabi, Gempol Ice, and Rujak Cingur are Indonesian iconic culinary to organize and structure into essay writing fluently in EFL learning.

Prepositional Usage in Modern Irish: Range and Variation

Abstract Prepositional form and function in Irish, as in other Modern Celtic languages, are topics of much significance. In Modern Irish numerous simple prepositions not only form compounds with possessive forms of personal pronouns but additionally marshal an impressive array of ‘conjugated’ forms corresponding to the various grammatical persons. Prepositions also play a crucial role in indicating aspect and are involved in passive/ reflexive roles with the verbal noun. This paper offers an overview of the functioning of a selection of important prepositions in the language and provides examples by way of illustration.

Error Analysis of Academic Essays of Senior High School Students

Students commit errors in their writing compositions due to their lack of English language proficiency and knowledge of the writing conventions. This study sought to analyze the errors committed by Senior High School (SHS) students of the University of Mindanao in their academic essays. The study utilized Corder’s error analysis to examine 100 academic essays of students. The results revealed that under the categories of errors, mechanics has the most problematic errors with 514 error counts (46.98%), followed by omission with 228 error counts (20.84%), addition with 190 error counts (17.37%), substitution with 153 error counts (13.99%), and permutation with nine error counts (0.82%), the least problematic category. The results further revealed that the SHS students are experiencing difficulties in applying grammatical and writing rules in their academic writing, such as appropriate usage of prepositions, omission and addition of affixations, proper structure of sentences, and substituting elements of sentences. The findings imply that consciousness-raising approaches to teaching grammar be used by teachers in school to improve the students’ knowledge of the English grammar and writing conventions.

Exploring the Influence of Gender and L1 Conceptual Transfer on English Prepositional Usage

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.

Наречный предлог близ: семантическое развитие и актуальные тенденции употребления в речевой коммуникации

Semantic development and modern state of the prepositional system is an actual area of scientific research. Prepositions form a part of language system, which is located at the junction of grammar and lexical semantics. Consequently, all registered changes (grammatical changes as well as semantic changes) give evidence of basic, fundamental cognitive shifts in language consciousness of speakers. The researcher’s goal is to explain the nature and the pattern of these shifts, describing the shifts’ regularities by applying the formal methodology. The proposed paper presents a fragment of such description.
 Aim — describe the obsolete and modern non-spatial meanings of adverbial preposition "bliz".
 Methodology — the description involves semantic and syntactic analysis of adverbial preposition "bliz", which permits to distinguish the semantic shades being actualized in the context. The research is carried out on the material of the Main, Middle-Russian, Church-Slavonic, Media and Poetic Corpora, as well as the RuTenTen Corpora, which represents the tendencies
 of the preposition usage in the modern discourse. Scientific novelty for the theory of communication is in the fact that the paper describes non-spatial meanings of adverbial preposition "bliz", which are typical mostly for the Internet-communication — a live conversation environment. From the point of general linguistic view the novelty is justified by the necessity of complete functional words’ description, the description that consists the basis of the core grammar compulsory for language formalization and communication between a human and Artificial Intelligence. Results — the paper presents a semantic taxonomy of non-spatial meanings
 of adverbial preposition "bliz".
 Practical significance — presented examples can be used as an illustrative material in the university courses, such as the theory communication, lexicology and the history of language.

ERROR ANALYSIS BY USING THE PREPOSITIVE COMPLEMENT – A STUDY WITH ALBANIAN-SPEAKING GERMAN LEARNERS IN NORTH MACEDONIA

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.

Analysis of Written Errors by Form Three Secondary School Students Learning English as a Foreign Language in Kilimanjaro

This study analysed errors made by Form Three students in community government secondary schools in Kilimanjaro. The study used purposive sampling to select 22 secondary schools from which 162 students’ written texts were collected for data analysis. The researchers read the written texts; and then, identified, classified and quantified errors based on linguistic and surface taxonomies, including the mechanics ones. Findings showed that syntactic errors were most prevalent, followed by mechanics errors. Morphological and lexical-semantic errors were the least recurring. Student respondents added or omitted an element or used a wrong form that resulted in incorrect usage of verb tense, subject-verb agreement, to-infinitive, participles, articles, pronouns and prepositions. Among the major causes of the errors were first language transfer and imperfect mastery of English itself. Thus, teaching strategies that would help students attend the errors meaningfully in writing classes are required for learners of English as a foreign language in Tanzania. Keywords: Errors, foreign language, interlingual, intralingual, writing

A Stylistic Approach to Qur’ānic Prepositions Preceding Some Verbs Irregularly

Verbs in Arabic Language are used with specific prepositions; each preposition is called sila for the verb it precedes to. There are different opinions of Qur’ānic exaggerators, commentators and the rest of scholars towards these prepositions when it comes along with the non-dedicated verb in Arabic language. Is it originated or replaced with the other one, if not replaced, then, what does it mean there? Sometimes many of them used the term. There are two major parts of the usage of prepositions, i.e.1) Rhetoric 2) Syntax. In these two most familiar fields, prepositions always stand for a specific function. Rhetorically, it refers to the meaning same as of meaning under the term of metaphor, majāz, allegory, symbolism and simile. While in syntax, it clears the position of verb and helps it out in giving the required meaning accordingly as it occurs grammatically. This research intends to discuss this stylistic, rhetoric and syntax approach in detail through conducting an empirical study of some specific Qur’ānic prepositions appeared after some verbs they are not used with regularly.

Ingrid Faro. Evil in Genesis: A Contextual Analysis of Hebrew Lexemes for Evil in the Book of Genesis

Ingrid Faro. <i>Evil in Genesis: A Contextual Analysis of Hebrew Lexemes for Evil in the Book of Genesis</i>

An Interactive Preposition Game to Improve the Usage of Preposition of Place Among Grade 4 Students

The purpose of this research was to enhance students' grasp of grammar, focusing particularly on prepositions of place, by utilizing the Interactive Preposition Game (IPG) as a method for teaching and learning.. The study involved fourth-grade students from an elementary school as participants, with the researcher who carried out the action research in the classroom also serving as the teacher. The intervention cycle was executed a single time. The gathered information consisted of tests, along with interviews, and the teacher's reflective journal. The data revealed progress, as evidenced by a rise in average scores from the second test (25%) to the first test (82%). Furthermore, it was discovered that the Interactive Preposition Game (IPG) was able to improve students' comprehension, motivation, and foster an enjoyable learning atmosphere within the classroom. The study's outcomes revealed that the students exhibited favorable behaviors and reactions when the Interactive Preposition Game (IPG) was employed as a tool for learning grammar.

ترجمہ و تفسیرِ قرآن میں عربی اسالیب کی چند بڑی دشواریاں اور ان کا حل

To gain benefit of the exegeses in Arabic language which makes incumbent for the reader to learnt Arabic at high level to understand the Qur’an and other Arabic text. Therefore, in sub-continent, the students of religious institutions read the morphology from different Arabic books like Shāfia by ibn al-Ḥājib, Sharḥ al Jāmī, Hidāyat al-Naḥav, al-Kāfia etc. The matter is quite different now a days espcecially for Qur’anic understanding even among religious scholars. In this article, some difficulties are explored which are faced during the translation of the Holy Qur’an into different languages such as Urdu, English and Pashto that needs to resolve. In Qur’anic verses, the usage of letters and prepositions make difficulties to understand its meaning for non-Arabic people. Few traditional scholars has already mentioned theses difficulties in his work like Shah Walīullah Dehlvī. The best examples are English translation by Arbetrry and Urdu translation by Mufti Taqi Usmani may adopte for Pshto readers.&#x0D; &#x0D;

Morphological Peculiarities and Level of Usage of Preposition “az=from” in Tajik Literary Language Referring to the 18th Century (on the example of the historical production referred to as “Tuhfat-ul-khoni” by Muhammadvafo Karminagi)

The article dwells on the issue beset with morphological peculiarities and level of usage of the preposition of az=from in the Tajik literary language referring to the 18th century on the example of the historical production referred to as “Tuhfat-ul-khoni” by Muhammadvafo Karminagi. It is noted that the relevant preposition is considered to be one of the most productive ones. Proceeding from the adduced analysis concerned with the theme explored the author of the article asserts that the preposition of az=from in the language of the period explored is similar to MTLL structurally and grammatically. Into the bargain, the former in question is used both as an original and as a compound preposition. Designing on the premise of the adduced diagram one can come to the conclusion that the preposition of az=from occupies the second place in the term of its level of usage – 3717 instances being equal to 29 %.

The Semantics of the Preposition " alā" in the Quran: A Conceptual Metaphor Perspective.

Traditional syntactic approaches do not offer a plausible explanation regarding the use of the Arabic preposition “alā” with abstract nouns or states. This article adopts a corpus-based approach to investigate the semantic classification of the preposition “alā” in the Quran from a cognitive linguistic perspective. Conceptual metaphor theory (hereafter CMT) was employed to find out conceptual metaphors (hereafter CM) in the data retrieved from the Quran with the help of search Quran software. CMT holds that human sensorimotor neural structures help store spatial relationships, which are then used to map the abstract concepts in language and thought, and that prepositions are the products of human sensorimotor neural structures. This paper found nine key CM themes behind the usage of prepositions in the data. Contact and support schemas were at the heart of the literal and metaphorical use of the spatial preposition “alā” in the Quran. However, it was also found that language generation and comprehension involve the role of multimodal perceptual schemas and linguistic knowledge rather than the unilinear process of one CM. This paper suggests further research into spatial relations across languages to explore the cross-cultural implications of image schemas.

Impact of First Language Transfer on the Use of English Prepositions by Arab English Learners

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.

Error Analysis in Spoken English among Grade 12 Students

This study aimed to identify and categorize the errors in spoken English among Grade 12 students based on the Linguistic Category Taxonomy of classification of errors by Dulay et al. (1982). Mixed sequential explanatory research design was used in the study. Participants were chosen from the two Senior High School strand offered at Aguinaldo T. Repiedad Sr. Integrated School using stratified random sampling. Recorded utterances from the picture-description and interview were analysed for errors using frequency count, mean rank, percentage and Mann-Whitney U Test to determine the major errors and the significant differences of these errors when participants were grouped according to academic track and exposure to English-related media. Results showed that students committed more errors in syntax and articulation of consonant sounds. Moreover, they have difficulty with noun and verb inflections in terms of its morphological component. Additionally, in terms of its syntactical component, the three highest number of errors recorded were on verb, preposition, and noun usage. On the other hand, the students’ Senior High School track/strand or exposure to English-related media have no direct influence on the extent of errors the students committed in their utterances. Based on the results, it is recommended that English instruction be strengthened especially in teaching grammar and pronunciation and use authentic and relevant assessment tools when teaching to allow students to practice oral fluency of the target language.