The research entitled Interlanguage Analysis of the Vocational School Students of SMK Muhammadiyah 3 Surakarta aims to describe the interlanguage of tenth-grade students of SMK Muhammadiyah 3 Surakarta through an analysis of linguistic errors found in students’ writing. The background of this research is derived from the students’ low writing proficiency, which is influenced by their first language, limited mastery of grammatical structures, and inconsistent application of target language rules. This study employed a descriptive qualitative method with data consisting of students’ written texts collected from classroom assignments. The data were analysed to identify forms of interlanguage, the sources of their occurrence, and the relationship between these errors and the students’ language development stages. The findings show that students produce various interlanguage features, particularly in the use of verb forms, tenses, prepositions, and sentence structure. These errors are influenced by first language transfer, overgeneralization, simplification, and learning strategies. The results indicate that the students’ interlanguage is still in an unstable developmental stage and requiring continuous guidance. This study concluded that interlanguage analysis is essential for understanding students’ language development and for helping teachers design more effective instructional strategies.

The aim of our study is to examine the debates surrounding the case systems in Armenian and Russian. Both Armenian and Russian have rich case systems which, despite sharing certain structural and functional similarities, also display significant differences - in terms of the number of cases and their functions. Moreover, this work aims to conduct a comparative analysis of the case systems of Armenian (specifically the literary form of Eastern Armenian) and Russian, with the goal of revealing their similarities and differences. We have presented the case system of each language based on theories accepted in contemporary linguistics. Armenian theorists have mainly focused on the syntactic functions, development, and classification of cases, while Russian scholars have emphasized morphological aspects, the use of prepositions, and case governance, often within systematized frameworks. We consider the five-case system to be the most appropriate, and for pronouns - a six-case system, although distinguishing between the genitive and dative in nominal declension may present certain challenges. The five-case system appears considerably more logical from the perspective of core grammatical relationships.

The purpose of this study is to describe language errors in the field of linguistics and spelling. In the field of linguistics, it specializes in the fields of syntax and morphology. The method of this research is descriptive qualitative by describing the form of error data in accordance with the data obtained. The data source used in this study is the April 2019 edition of Liputan6.com news document. Data collection is done by reading, taking notes, classifying, and analyzing. The results of language error analysis include linguistic errors and spelling mistakes. Linguistic errors include, (1) morphological errors consisting of 30 errors, (2) syntactic errors consisting of 14. Spelling errors include, (1) writing italics reaching 30, (2) writing combined words reaching 3, (3) using marks comma reaches 140, (4) the use of quotation marks reaches 20, and (5) the use of prepositions reaches 3. From the results of the most dominant language error analysis found is an error in spelling in the use of commas.

This study investigates the use of spatial prepositions (in, on, at, under) among Pakistani learners by using Corder’s (1974) error analysis theory. Prepositions play an important role in establishing spatial connections, but second language learners face difficulties in using these prepositions. Data for this research were collected from fifty students through a translation task. The mixed method approach was used to analyze the data because it offers a deeper understanding of the phenomenon. In quantitative section, data were classified into different types of errors such as misinformation, omission, addition, and misordering errors. Their frequency was presented in tables and percentages of incorrect spatial prepositions were shown through bar graph. The qualitative section explained the reasons behind these errors. The findings highlight that misinformation error was the most frequent error type, and Negative transfer of L1 is considered the major reason, as the learner repeat Urdu word order into English. Further reasons include, overgeneralization, misconception of spatial relation and lack of collocational knowledge.

This paper explores grammatical mistakes of matric English learners in Pakistan and studies the role of Kanz English Grammar as a way of enhancing writing and translation competency as per the CEFR standards. The study aims to determine the overall patterns of error in writings, composition, and translation of students, the comparison of their performance with the CEFR B1 requirements, and the effect of teaching based on textbooks on the grammatical development. Based on the Error Analysis (EA), Interlanguage Theory, and CEFR-aligned assessment, the study divides the errors into interlingual (L1 transfer), intralingual (L2 overgeneralization) ones, devoting special attention to the verb tense, subject-verb agreement (SVA), articles, prepositions, morphology, and sentence structure. The data was gathered on the basis of annual test designs comprising of writing and translation tasks and analysed in terms of frequency, type and correspondence with the CEFR descriptors. The results obtained show that students have a continual difficulty with tense consistency, SVA, use of articles and prepositions, and complicated constructions of sentences, which suggests that there is partial mastery of the B1-level grammatical competence. The research paper also shows that the accuracy, range and control in practice with the use of Kanz English Grammar are significantly enhanced, but errors in the complex structures continue to be present, which emphasize areas that require specific pedagogical intervention. The paper ends with a set of recommendations to design a curriculum with the focus on the CEFR, combined writing and translation activities, and the assessment of the textbooks to improve the grammatical competence, writing fluency, and general communicative proficiency at the matric level.

CHANGES IN THE USE OF PREPOSITIONS WITH THE NAME UKRAINE IN POLISH: A CORPUS-BASED STUDY The Russian attack on Ukraine on 24 February 2022 initiated a change of preference for the new syntax w Ukrainie/do Ukrainy in the place of the old and significantly more common na Ukrainie/na Ukrainę. The change was confirmed in the MoncoPL corpus. Over a period of 3 years, the corpus data showed a strengthening position of the new syntax. However, the conducted research confirmed the existence of editorial policies on the use of prepositions with the name Ukraine with some publishers. This fact may have influenced the obtained results, as the corpus material is based on edited texts. The linguistic data extracted from unedited source (posts on portal X) confirm the initial growth of uses with the syntax w Ukrainie, but do not confirm the upward trend of this change. It is, therefore, not possible to conclude that there has been a change with respect to the use of prepositions with the name Ukraine, and future research should also take into account unedited sources.

This study aims to describe the implementation of Indonesian grammar coaching through language quizzes and examine its effectiveness in improving the language skills of fifth-grade students at SDN Nyantong. The background of this study is based on the low ability of students to understand and use standard words, spelling, and punctuation in accordance with the applicable rules of Indonesian language. This condition requires more interesting, creative, and interactive learning innovations so that students are more motivated to learn grammar. The research method used is descriptive qualitative with data collection techniques through direct observation, interviews with teachers and students, and documentation of learning activities carried out in the classroom. The results showed that coaching activities through language quizzes increased students' activity, motivation, and interest in learning Indonesian. Through these activities, the learning process became more enjoyable and interactive, encouraging students to participate actively and express their opinions. Students showed a significant improvement in the correct use of standard words, spelling, and punctuation in both written and spoken contexts. However, there were still obstacles in the form of difficulties in distinguishing between standard and non-standard words and errors in the use of prepositions due to the influence of everyday language habits. Overall, language quizzes have proven to be an effective and relevant innovative learning strategy for improving Indonesian grammar skills in elementary schools.

This study investigates the errors commonly made by Vietnamese learners of English in the acquisition and use of ditransitive verbs and their complements. While ditransitive verbs play a central role in English syntax by allowing two objects, their syntactic and semantic patterns diverge significantly from those in Vietnamese. Such divergences often lead to systematic errors in sentence construction, particularly in the ordering of direct and indirect objects, the use of prepositions, the identification of object types, and the distinction between complements and adjuncts. Drawing on a combination of contrastive analysis and error analysis, this research identifies five major error types: (1) misordering of complements, (2) misuse or omission of prepositions, (3) misidentification of object types, (4) confusion between finite WH-interrogative clauses and nominal relative clauses, and (5) difficulties in distinguishing between ditransitive verbs and complex transitive verbs. The findings highlight the influence of first language transfer from Vietnamese, where object positions are relatively flexible and prepositions function differently. The study concludes with pedagogical recommendations aimed at reducing errors and enhancing learners’ syntactic competence. It is hoped that the results will contribute not only to improving teaching strategies but also to refining translation and grammar instruction for Vietnamese learners of English.

This study conducts a contrastive analysis of noun clauses in English and Indonesian, focusing on their structural and functional characteristics. Given the fact that both of them have different verbal patterns, it is interesting enough to have a look at their nominal clauses, which should be one of the linguistic focuses based on their functional relationship towards the major elements involved in the process. Using a qualitative descriptive method, the research examined noun clauses from English and Indonesian context. The analysis revealed significant similarities in the functionality and positioning of noun clauses in both languages, serving as subjects, objects, objects of prepositions, and subjective complements. Both languages employ specific connector words to introduce noun clauses, although with some variations in usage. Key differences emerge in the contextual usage of connector words and the explicitness of prepositions, with Indonesian tending towards more direct expressions and explicit preposition use compared to English. These findings contribute to a deeper understanding of the linguistic structures in both languages and have implications for language teaching and learning. It is recommended that learners avoid using easily accessed helping verbs only in English noun clauses. For more emphasis, learners should also practice using modal sentences and modals themselves. A suggestion to avoid critical examination times of tenses and moods, and singular and plural noun forms, especially for Bahasa-speaking learners, should be facilitated by more language exposure. The Indonesian language has no relative pronouns, and almost all that is required are prepositional pronouns. With respect to this feature, the insertion of conjunctions and the use of 'that' can be good alternatives. Generally, fewer errors are made by inserting conjunctions, but they could also be indicated.

The Expression of Temporal Relations in German: A Discourse and Temporal Marker Analysis Summary The article examines the role of temporal markers in structuring the temporal framework of texts in the German language. It demonstrates the influence of semantic, syntactic, and aspectual factors on the selection of temporal conjunctions and prepositions. The polysemous use of various conjunctions and prepositions depending on context is explained, ensuring logical connections between events. The analysis shows that the compatibility of temporal markers with grammatical tense forms determines their semantic load. The correct selection of temporal markers is crucial for accurate text comprehension, translation, and stylistic analysis. Keywords: discursive marker, temporal marker, semantics, aspect, tense markers

Metaphorical language and metaphorical gestures used to convey information about the subjective experience of the body have been explored in Mueller and Ladevig (2013) who consider gesture(s) as embodied forms of thought and understanding. In particular, in teaching dance, metaphors (in speech, gesture, and body) appear to be extremely useful means to communicate embodied experiences. Further, another study by Lozińska (2021) shows that metaphor is an important didactic tool used by yoga teachers to instruct practitioners about complicated postures and that the images permeating verbal and verbo-gestural metaphors used for didactic purposes during a yoga class are a mixture of static, dynamic and image-schematic elements.The present paper explores the interplay of iconicity and metaphor in the terminology of the yoga practice by looking at the visual resemblance of asana names and the image content of the metaphoric source domain. According to Danesi (1995:299), “the particular content of a metaphor can be said to constitute an interpretation of reality in terms of mental icons that literally allows us to see what is being talked about.” As our aim is to indicate the possible relevance of categories of cognitive linguistics in the āsana practice, our objective is twofold: (1) to identify iconicity and metaphor in yoga asana terminology, and (2) to see how world /encyclopedic knowledge contributes lexical knowledge. To this end, we will attempt to answer the following research questions:1. What is the role of iconicity in language processing in general and in the context of asana practice in particular?2. What is the relationship between metaphor and iconicity?3. Does the metaphor-icon link support asana practice teaching and learning?Our metaphor analysis includes 80 yoga terms and verbal expressions accompanying the execution of yoga postures. The motivation for the choice of this topic is to understand how metaphor and iconicity can help communication in the context of yoga practice. The general framework adopted for this purpose is cognitive linguistics because metaphor is a key instrument in the presentation and understanding of yoga poses. We have identified and classified metaphors in the corpus according to the visual resemblance of asana names that evoke the mechanism of the Great Chain of Being, “a scale of forms of being – human, animal, plant, inanimate objects” (Lakoff and Turner 1989:167). We have also considered fragments from yoga lessons where metaphorical verbal structures point to the teacher’s linguistic creativity. Besides, the frequent use of prepositions and the use of the definite article instead of the possessive adjective before body part names round up the jargon characteristics in the context of asana practice.

This study examines the use of English as a lingua franca (ELF) among non-native speakers, focusing on its role in enhancing communication and perceptions of non-standard lexical and grammatical features among tertiary-level preparatory school English teachers (N = 32) and students (N = 245). Using a mixed-methods approach involving questionnaires and interviews, students rated linguistic features such as "dropping third person 's'" (e.g., "he sits") and "non-standard use of articles" (e.g., "he is best player") on a five-point Likert scale to evaluate their acceptability. Quantitative findings indicate that students generally held neutral opinions on most items, with only one feature, "being overly explicit" (e.g., "black colour" instead of "black"), deemed acceptable. In contrast, teachers identified five features as unacceptable, including "confusing relative pronouns" (e.g., "the place who") and "non-standard question tags" (e.g., "he lives in the USA, isn’t it?"), while finding "being overly explicit" acceptable, and expressing neutrality on the rest. Qualitative data supported these results, with interview participants emphasizing the importance of mutual intelligibility over grammatical accuracy yet expressing concerns about the appropriateness of non-standard forms in formal contexts. While neither group fully endorsed non-standard English, they displayed a general acceptance of features that did not hinder comprehension, such as "non-standard use of prepositions" (e.g., "we are studying about..."). These findings emphasize the complex attitudes of ELF users toward non-standard English usage in educational contexts.

This study aims to describe the types of spelling errors found in the academic papers written by second-semester students of the Computer Science Study Program at Widya Mandira Catholic University. The research focuses on three key aspects outlined in the General Guidelines for Indonesian Spelling (EYD), 5th edition: the use of capital letters, punctuation marks, and word formation. Employing a qualitative approach with a descriptive method, data were collected using documentation techniques by identifying and transcribing relevant sections from five purposively selected student papers. The data were analyzed using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. The results indicate that spelling errors remain a recurring and dominant issue in students’ academic writing. These errors consistently appear across the analyzed documents, including the omission of capital letters in proper nouns and sentence-initial positions, incorrect use of punctuation that affects sentence structure and clarity, as well as errors in the use of prepositions, reduplication, and nonstandard word forms. These findings reflect students’ limited mastery of spelling conventions and a lack of revision or proofreading habits. This study emphasizes the importance of strengthening Indonesian language instruction by focusing on practical writing and editing skills, especially within non-language academic programs.

This study aims to identify and analyze the various challenges experienced by students in understanding two important aspects of English grammar, namely comparative adjectives and prepositions. Based on the results of observations and interviews, it was found that the main obstacle for students lies in the lack of conceptual understanding due to teaching methods that are too theoretical and the minimal use of supporting visual media. In addition, the differences in language structure between Indonesian and English also become obstacles in the learning process. To answer these problems, this study developed and implemented a contextual learning strategy that combines role play and visual storytelling approaches to create an interactive, communicative, and enjoyable learning atmosphere. Through this approach, students not only find it easier to understand the function and use of comparative adjectives and prepositions, but also show significant improvements in active participation, confident when speaking in English, and overall grammar understanding. This study uses a qualitative method with data collection techniques through in-depth interviews and documentation, thus providing a complete picture of the effectiveness of this innovative learning strategy in the context of elementary schools.

In this paper, we carry out a study of metaphors in a corpus of 80 yoga terms and verbal expressions accompanying the execution of yoga postures. The motivation for the choice of this topic is tounderstand how metaphor and iconicity can help communication in the context of yoga practice. The general framework adopted for this purpose is cognitive linguistics because metaphor is a key instrument in the presentation and understanding of yoga poses. We have identified and classified metaphors in the corpus according to the visual resemblance of asana names that evoke the mechanism of the Great Chain of Being, “a scale of forms of being – human, animal, plant, inanimate objects” (Lakoff and Turner 1989: 167). We have also considered fragments from yoga lessons where metaphorical verbal structures point to the teacher’s linguistic creativity. Besides, the frequent use of prepositions and the use of the definite article instead of the possessive adjective before body part names round up the jargon characteristics in the context of asana practice.

English language is an international language that many people worldwide, including Iraq, try to learn. As such, teaching and learning English as a foreign language has taken an outstanding position in the educational system of the country. Grammar is essential regardless of whether a language is taught or learnt, and without grammar, no one can correctly write or speak language. There are many grammatical components including prepositions which play a crucial role as they form a crucial part of the structure of both spoken and written English. The proper use of prepositions usually indicates the speaker or writer's ability ability on the part of the speaker or writer to select the right preposition and put it in its right position within the utterance or the sentence. On this basis, teaching the prepositions of English and implying them within the curricula at the different studying levels have been heavily heeded by English language textbook designers. Yet, Iraqi learners of English find it difficult to use prepositions, mainly those of time and place, appropriately as they fail to choose the right prepsitions in, on, at of time and place, and put them in the right context. Setting out from this problematic issue, the current research aims at probing Iraqi secondary pupils' knowledge of the English prepositions of time and place, namely at, on and in at both comprehension and recognition levels. It is hypothesized that Iraqi secondary school pupils do not have good control over the use of prepositions of time and place already referred to and that there are no differences between pupils of urban and rural schools as far as their knowledge of the prepositions of time and place is concerned. To bring about the preceding aims and validate the relevant hypotheses, a test of 40 items (20 on the prepositions of time and 20 on the prepositions of place) has been administered to 2 samples of female pupils, 20 pupils each, at two preparatory schools (a school inside the city of Mosul and another outside the city of Mosul) to investigate their knowledge of the prepositions in question in termns of comprehending and recognizing them. The findings show a low performance by both samples of pupils with a slight difference in favour of the sample of pupils of the urban school.

English academic writing is becoming more and more important nowadays. However, due to the obvious difference between Chinese and English, people are often affected by the influence of conceptual transfer during the process of second language acquisition. This corpus-based study aims to study cross-linguistic conceptual influence (positive or negative) in Chinese undergraduates' use of prepositions in academic writing. The author has built up a corpus from English-majored undergraduates academic writing tasks (ZSAC), comparing it to the data from Baseline (CAEC) via Sketch Engine Software to find evidence of cross-linguistic conceptual influence in using prepositions. This study can provide a conceptual framework for second language learners to study function words such as prepositions in a foreign language context and lays a certain theoretical foundation for subsequent research on language transfer. In terms of research methodology, its authentic corpus data and its methodology are conducive to the development of further bilingual researches.

This study investigates translation errors found in 100 undergraduate thesis abstracts sourced from five Indonesian universities, with particular attention to syntactic, semantic, and miscellaneous error types. The data were collected from institutional online repositories, and all identifying information related to the authors was removed to ensure anonymity. Only the main bodies of the abstracts were used as the corpus for analysis. The findings reveal that the majority of errors fall under the syntactic category, including incorrect use of tenses, prepositions, and punctuation. Semantic errors, such as literal translations, meaning deviations, and unnecessary additions, were also frequently observed. These errors largely stem from students’ limited understanding of English grammar and translation strategies. The study highlights the importance of strengthening translation competence in undergraduate curricula. By systematically identifying and analyzing these common errors, the research provides valuable insights for improving the teaching of academic translation and suggests the integration of targeted translation materials in English language instruction at the tertiary level.

Narrative text is an important part of English learning, especially at the Madrasah Aliyah level. In this context, the analysis of grammatical errors in narrative texts aims to identify errors that are often made by students and how they affect the quality of their writing. In general, grammatical errors in narrative texts at the high school level involve various aspects, such as the use of tenses, verbs, sentence structures, and prepositions. These errors can occur due to students' lack of understanding of correct grammar rules, carelessness when writing, or direct translation from Indonesian to English without considering the structural differences between the two languages. Literature studies show that errors in the use of tenses are often the main problem in writing narrative texts. In addition, the use of inappropriate compound sentences, as well as errors in the use of articles and prepositions are also often found. Several studies have revealed that the main factor causing these errors is the influence of the mother's tongue, namely Indonesian, which has a very different grammatical structure from English. In addition, inadequate teaching and training factors in the classroom also affect students' ability to apply correct grammar rules in narrative texts. For this reason, the analysis of grammatical errors in this narrative text is expected to provide insight for teachers and students in improving their English language skills, especially in writing grammatically correct narrative texts.

Prepositions, despite their relatively small number in the English language, play a crucial role in conveying meaning and relationships within sentences. The metaphor and image schema are two main approaches in understanding the polysemy of prepositions. By delving into the various metaphorical domains of "with," including ontological, structural, and orientational metaphors, illus-trat-ing how these metaphors extend the basic concrete meaning of "with" into ab-stract domains, the study concludes with implications for language learning and teaching, suggesting that a cognitive approach can enhance the comprehen-sion and creative use of prepositions in English.