English Prepositions Research Articles

Applying Cognitive Linguistics to teaching English prepositions in the EFL classroom

This paper reports on a quasi-experimental study investigating the effect of cognitive linguistics-grounded instruction on learning the prepositions in, on, and at, which are known to pose tremendous difficulty to English language learners due to their language-specific features and polysemous nature. The participants (N = 44) were adolescent learners at a school in Indonesia. They were assigned into the cognitive group and the rule group. The cognitive group was presented with pictorial representations of the prepositions and cognitive tools used to motivate non-spatial uses, while the rule group was provided with rules. Participants’ performance on the three uses (i.e. spatial, temporal and abstract) was measured with pre-, post-, and delayed post-tests in a form of gap filling. The study yielded mixed results. The findings demonstrate that the cognitive group outperformed the rule group in the overall immediate and delayed post-tests. The cognitive group improved significantly in the immediate post-test; however, the positive effect did not last until the delayed post-test. On the other hand, the rule group gained a little in the immediate post-test, but the group’s performance decreased significantly in the delayed post-test. Although there was no indication of long-term effects of the cognitive instruction, the results still indicate a value of applying cognitive linguistics to teaching the prepositions, and thus lend support to the applicability of cognitive linguistic theory in second language instruction.

Students’ Responses to CL-Based Teaching of English Prepositions

Purpose: Most EFL textbooks suggest the use of vivid pictures and verbal explanations in teaching English prepositions. However, this word class appears in collocations, and rote-learning does not really help learners retain and use this word class successfully. Cognitive linguistics (CL) has implications for English language teaching as it rests against the relationship between the human mind and language. Several experimental studies have aimed to investigate the effects of CL-based treatment on learners’ retention of target foreign or second language. However, most of these studies have not placed an emphasis on the learners’ opinions of CL-based teaching. This current study aimed to collect college students’ responses to CL-based teaching of English prepositions. Research Methods: The study was conducted for four weeks, with a 90-minute session each time per week. The students learned the spatial meanings and then the metaphorical meanings of the ten prepositions above, among, at, behind, beside, between, in, in front of, on, and under. Questionnaires were administered before the study to collect the participants’ opinions of the traditional teaching (primarily based on vivid pictures and verbal explanations) and after the study to collect the participants’ opinions of the CL-based teaching of the prepositions. The participants’ responses to the questionnaires were subject to comparison. Their responses in the interview after the study provided an in-depth qualitative analysis of the quantitative findings from the questionnaires. Results: All students generally showed positive opinions of the treatment and believed that the instructions were appropriate and positively affected their memories of the prepositions. They especially appreciated the use of image schemas to teach the semantics of the prepositions. Implications for Research and Practice: Most participants became more confident in both understanding and using the prepositions under CL-based teaching

The Polysemy of Khilal: A Cognitive Approach

This paper presents a cognitive analysis of the Arabic preposition khilāl “through” on the basis of Tyler & Evans’ (2001, 2003) model of Principled Polysemy. The study includes developing a semantic or polysemous network of khilāl through applying the criteria of this model, identifying its primary sense and distinct senses. The study also includes a contrastive analysis of the semantic networks of khilāl and the equivalent English preposition through in terms of their proto-scenes and the distinct senses associated with each. Analyses showed that both khilāl and through share the same proto-scene of a Trajector Traversing a bounded Landmark. Moreover, khilāl seems to have very limited uses comparing to through and this, as I assume, might be due to its restricted use in Modern Standard Arabic, decreasing as a result its pragmatic strengthening possibilities.

A Cognitive Linguistics Application for Second Language Pedagogy: The English Preposition Tutor

AbstractThis study investigated the effects of teaching English prepositions using schematic diagrams inspired by cognitive linguistics in a computer‐based tutorial system called the English Preposition Tutor. Training was designed based on the theoretical framework of the Competition Model and a cognitive linguistic analysis of prepositions. Sixty‐four Cantonese‐speaking intermediate learners of English were trained using a sentence–picture matching task. They received one of the three types of feedback: schematic diagram feedback, metalinguistic rule feedback, or correctness feedback. Only the schematic diagram feedback group was exposed to chaining between spatial senses and nonspatial senses. Results showed that instruction was effective in all three feedback groups, as measured by a cloze test and a translation test. In the translation test, the group receiving schematic diagram feedback outperformed the correctness feedback group. The effects of the three feedback conditions were not significantly different in the cloze test.

Английские глагольно-предложные конструкции в ракурсе антропоцентрической парадигмы

Английские глагольно-предложные конструкции в ракурсе антропоцентрической парадигмы

基于语料库的中国英语学习者和英语本族语者介词from的搭配差异研究

本研究基于认知语言学意象图式和二语习得概念迁移理论，以词汇搭配为切入点，通过检索WECCL和BNC语料库介词from的搭配词，对比我国英语学习者和英语本族语者介词from的常用搭配词及其异同，并分析造成这种搭配现象的根本原因。研究发现我国英语学习者和英语本族语者介词from的常用搭配词存在很大差异，根本原因在于介词from的概念范畴与汉语介词“从”的概念范畴不同，发生了母语概念迁移，导致中国学习者对介词from的概念范畴的理解偏差和使用上的差异。根据研究结果，本研究针对英语介词的学习提出了三点教学建议。 Based on image schema and conceptual transfer of second language acquisition, by means of re-trieving collocates of “from” in WECCL and BNC corpus each, this research selects lexical collocates as the entry point in order to compare the differences in collocates of “from” of Chinese English Learners and English Native Speakers and analyze the fundamental reasons of them. The research finds that there is great differences in frequently-used collocates of “from” between Chinese English Learners and English Native Speakers. The radical reason lies in that the conceptual category of “from” is distinct from Chinese preposition “cong (从)”, which gives rise to the conceptual transfer of the mother language. As a result, Chinese English speakers have a different understanding of the conceptual category of “from” and different uses. According to the research result, the research puts forward three suggestions for the teaching methods of English prepositions.

Wspólny schemat jako motywacja polskich odpowiedników angielskiego przyimka for

Wyposazając jezykoznawce w precyzyjne narzedzia analityczne do przeprowadzenia badan kontrastywnych, metodologia kognitywna umozliwia mu dotarcie do subtelnych szczegolow reprezentacji schematycznych obecnych w porownywanych jezykach, co ulatwia glebszy wgląd w struktury tychze jezykow na poziomie konceptualnym. W artykule wskazano w jaki sposob analiza kontrastywna przeprowadzona z perspektywy gramatyki kognitywnej R. Langackera, bazująca na koncepcji schematow wyobrazeniowych, moze przyczynic sie do poglebionego opisu kategorii przyimka, na przykladzie angielskiego przyimka for i jego polskich odpowiednikow. Analiza kognitywna umozliwia dotarcie do schematu „ściezki” jako najbardziej ogolnego schematu wyobrazeniowego, ktory organizuje strukture semantyczną przyimka for i ktorego przeksztalcenia sankcjonują istnienie określonych ekwiwalentow w jezyku polskim.

Moving along paths in space and time

In cognitive linguistics, motion metaphors of time (e.g.Christmas is approaching, We left the crisis behind) have been actively studied during the last decades. In addition to motion verbs, prepositional expressions are an important element in such metaphors. This work combines insights from Cognitive Grammar and Conceptual Metaphor Theory to account for uses of English path prepositions in motion metaphors of time. It is argued that such expressions conceptualize time as a path where amoveris advancing. The nature of themovervaries: it can be an individual entity metaphorically in motion (e.g.We wentTHROUGHa hard winter), an extended period of time (e.g.The period of Daylight Saving Time goes onPASTSeptember), or the temporal profile of a process (e.g.I sleptTHROUGHthe afternoon). The nature of themovercorrelates with the grammatical function of the path expression, which alternates between a complement of a motion verb and a free modifier. Accordingly, the time path can relate with figurative (motion-related) or veridical (duration-related) conceptualizations of time. While a spatial path is direction-neutral, a time path can, with few exceptions, only be scrutinized in the earlier$\rightarrow$later direction.

Vietnamese Students’ Learning the Semantics of English Prepositions

Prepositions are significant in sentences because they are used as markers to join words and phrases into a sentence. Teachers usually teach prepositions by providing students with explanations about the usage of prepositions and then gives examples as illustrations. These examples are often accompanied by vivid pictures. This method, however, does not provide students information on how to analyze the different senses of prepositions. This current study, thus, aims to explore the effectiveness and students’ opinions of new pedagogical instructions on ten English prepositions, namely above , among , at , behind , beside , between , in , in front of , on and under . The research design involved a quasi-experimental design adopting pretest-posttest between-group research. Out of 95 students who volunteered to participate in the study, 38 participants were selected. They were divided into two groups for the new cognitive linguistic approach and traditional instructions. Pretest and posttest were used to discover the participants’ improvements. The participants’ opinions of the cognitive treatment were also investigated. The findings illustrate that the group that was treated with CL-based instructions outperformed the traditional group in the posttest although they gained a comparable mean score in the pretest. Most participants also provided positive responses to the new treatment. The findings suggests that cognitive treatment could be employed to assist students in improving their understanding and retaining the metaphorical meanings of the prepositions.

THE EQUIVALENCE AND SHIFTS IN THE INDONESIAN TRANSLATION OF ENGLISH PREPOSITIONS IN, ON, AND AT.

<p align="center"> </p><p align="center"><strong><em>ABSTRACT</em></strong></p><p><em>The aim of this study was to find out how the English prepositions in, on, and at are translated into Indonesian, and to describe the techniques used in translating. The method used in this research is descriptive qualitative. The data source were taken from the novel The Runaway Jury and its rendering in Indonesian entitled JuriPilihan. Based on this research, the English prepositions in, on, and at can be translated into Indonesian in the form of preposition. The results showed that there are three main categories namely in, on and at. The results show that the prepositions in English is 40% of the 100 data. English preposition on is 35% of the 100 data. The smallest amount, the English preposition at is 25% of the 100 data. Based on these results, we can conclude that the English prepositions in, on, and at can be translated into Indonesian become </em><em>akan, dengan, di, ke, pada, tanpa, tentang, untuk, di, pada, selama, and mengenai.</em></p><p><em>Key words: Equivalence, Shifts, Translation, Preposition</em><em></em></p><p align="center"><strong>A</strong><strong>BSTRAK</strong><strong></strong></p><p> </p><p>Tujuandaripenelitianiniuntukmencaritahubagaimanapreposisibahasainggris<em>in, on,</em>dan<em>at</em>diterjemahkankebahasa Indonesia, danuntukmenjelaskanteknik yang digunakan dalammenerjemahkan. Metode yang digunakandalampenelitianiniadalahkualitatifdeskriptif. Sumber data diambildari novel “The Runaway Jury”dantelahditerjemahkandalambahasa Indonesia berjudul “JuriPilihan”. Berdasarkanhasildaripenelitianini, preposisibahasainggris<em>in, on,</em>dan<em>at </em>dapatditerjemakankebahasa Indonesia dalambentukpreposisi. Hasilmenunjukkanbahwaadatigakategoriutamayaitu<em>in, on</em>dan<em>at</em>. Hasil paling banyakdarianalisisinimenunjukkanbahwapreposisibahasainggris<em>in</em>adalah 40% dari 100 data. Kedua, preposisibahasainggris<em>on</em>adalah 35 % dari 100 data. Jumlahterkecil, preposisibahasainggris<em>at</em>adalah 25 % dari 100 data. Berdasarkanhasiltersebut, sehinggadapatdisimpulkanbahwapersamaandaripreposisibahasainggris<em>in, on</em>, dan<em>at</em>dapatditerjemahkankebahasa Indonesia menjadi<em>akan, dengan, di, ke, pada, tanpa, tentang, untuk, di, pada, selama, and mengenai.</em></p><p><strong>Kata </strong><strong>k</strong><strong>unci:</strong><strong> p</strong><strong>ersamaan, </strong><strong>p</strong><strong>ergeseran, </strong><strong>p</strong><strong>enerjemahan,</strong><strong>p</strong><strong>reposisi</strong></p>

Pinpointing the role of the native language in L2 learning: Acquisition of spatial prepositions in English by Russian and Turkish native speakers

Abstract This study aimed to examine the role of L1 in the acquisition of L2 by comparing the acquisition of the three spatial prepositions (in, on, at) in English by native speakers of Russian and Turkish. The study, adopting a comparative approach suggested by Jarvis (2000, Methodological rigor in the study of transfer: Identifying L1 influence in the interlanguage lexicon. Language Learning 50. 245–309), compared interlanguages of L2 learners with Russian and Turkish L1 backgrounds, and examined the interlanguages of the L2 learners in relation to their native languages. The data for the analysis were collected via utilizing two diagnostic tests and analyzed quantitatively and qualitatively. The findings demonstrated that that the acquisition of the prepositions differed not only quantitatively but also qualitatively between the groups. The study adds to the comparative research examining the role of L1s in the acquisition of L2 and the effect of cross-linguistic influence taking place from background languages.

Three basic prepositions in French and in English : a comparison

The spatial uses of the French prepositions à, dans and sur may be translated by either at, in, on or to, into, onto, depending on whether the landmark introduces the actual or the prospective position of the target. All static spatial French prepositions can bring in the actual position of the target as well as its prospective position. Instead of offering two meanings for these prepositions, I propose a general principle of anticipation that applies to the definition of these prepositions when the target is prospective. An adaptation of this principle applies to the spatial static English prepositions, with the exception of at, in and on. The prepositions into and onto are interpreted as compound words that elaborate the meaning of to. The prepositions dans and in mainly convey a relation of containment involving material entities. Such geographic entities as cities and countries, however, introduced by the French preposition of localization à, are preceded by in in English. This may be explained because the functions of localization and containment share certain properties : containers are ideal landmarks and some geographic entities have well-defined boundaries in which a target may be included.

The Usage of Spatial Prepositions for Political Aspirations in the Headlines of the Nigerian Newspapers

The meaning varies and some headlines are messy for effective meaning and they appear so dependent in the infinite range of context, which makes it difficult for the readers to comprehend. Using document analysis approach, this paper exemplified the usage of English spatial prepositions on the headlines of the Nigerian newspapers. The study reviewed different theoretical approaches and conceptual theories used to determine the semiotic thought of the foresight in generating meaning as a system and psychological process. The findings revealed that politicians use newspapers as a model to communicate people before and after being into power. The findings further revealed that journalists adopted different systems, in the previous researches. It is recommended that emerged readers should acquire the knowledge of spatial preposition for effective meaning. The meaning varies and some headlines are messy for effective meaning and they appear so dependent in the infinite range of context, which makes it difficult for the readers to comprehend. Using document analysis approach, this paper exemplified the usage of English spatial prepositions on the headlines of the Nigerian newspapers. The study reviewed different theoretical approaches and conceptual theories used to determine the semiotic thought of the foresight in generating meaning as a system and psychological process. The findings revealed that politicians use newspapers as a model to communicate people before and after being into power. The findings further revealed that journalists adopted different systems, in the previous researches. It is recommended that emerged readers should acquire the knowledge of spatial preposition for effective meaning.

The Complications of Learning and Understanding English Prepositions among Students at AL Imam AL Mahdi University in Sudan

The purpose of this study is to show the difficulties and analyze the various problems Sudanese students in the Arts College in the University of AL Imam AL Mahdi, face while learning and comprehending English prepositions. The focus of this study is therefore, on categorizing the types of challenges faced by these students. The research methods used were a survey followed by a report based on the results of the survey. The survey which comprised 12 items, explored the types of challenges faced by the respondents while learning the English prepositions. To portray the types of challenges faced by the students, the survey responses were analyzed and reported. In the report, the researcher described the problems and also suggested recommendations on the ways to overcome the challenges faced by the students. Thus, the findings of the study portrayed the factors which contributed to the problems in learning prepositions and also the ways to overcome these challenges. It is hoped that the findings of this survey and the suggested recommendations, will assist teachers in their classroom teaching of prepositions in the University of AL Imam AL Mahdi.

Malay ESL Students’ Difficulties in Using English Prepositions

The study attempts to undertake an error analysis of prepositions employed in the written work of Form 4 Malay ESL (English as a Second Language) students in Malaysia. The error analysis was undertaken using Richards’s (1974) framework of intralingual and interlingual errors and Bennett’s (1975) framework in identifying prepositional concepts found in the sample. The study first identified common prepositional errors in the written texts of 150 student participants. It then measured the relative intensities of these errors and found out possible causes for the occurrences of these errors. In this study, one significant finding is that among the nine concepts of prepositions examined, the participant students tended to make the most number of errors in the use of prepositions of time and place. The present study has pedagogical implications in teaching English prepositions to Malay ESL students.

外国語(英語)学習における画像の効果の基礎研究-英語の前置詞の学習における文字と文字・画像併用との比較効果について-

外国語(英語)学習における画像の効果の基礎研究-英語の前置詞の学習における文字と文字・画像併用との比較効果について-

English Prepositions of Time Translated into Albanian

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.

On Translating Prepositions from English into Indonesian: A Case Study of Indonesian EFL Students

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.

Challenges and Strategies in Translating Chinese and English Prepositions into Standard Shona

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

前置詞の棲み分け : inとonを中心にして(中部英文学)

前置詞の棲み分け : inとonを中心にして(中部英文学)