Use Of Prepositions Research Articles

Representation of Prepositions in ESL Textbooks of Lower Primary Classes: A Study of NCERT Textbooks in India

Prepositions are among the most difficult parts of speech for ESL learners owing to their polysemous nature and how they behave in different languages. The present study aims to determine how English prepositions are represented in English Language textbooks designed by the National Council of Educational Research and Training (NCERT) for Classes I and II in India. For a comparison of the frequency of prepositions in English, we have selected the British National Corpus. The study revealed that though the choice of prepositions in the textbooks is as par with their occurrences in the standard English corpus, their senses are not always primary, i.e., spatial. We found instances of temporal and metaphorical senses as well. One significant finding of this study is the relatively very low frequency of temporal use of prepositions as compared to the proto-typical spatial sense in these textbooks. The metaphorical uses of some common prepositions, which are more abstract and complex, are higher in frequency, especially in the exercises for giving instructions.

CAPITALIZATION ERRORS FOUND IN THE TITLE OF ENGLISH ARTICLES PUBLISHED IN SELECTED JOURNALS

In English, a capital letter is used for the first word of a sentence and for all proper nouns (words that name a specific person, place, organization, or thing). This research finds the capitalization errors found in the English titles of journal articles. This research uses descriptive qualitative. The data are Jurnal Akuntansi dan Pajak (JAP) and Jurnal Ilmiah Ekonomi Islam (JIEI). The analysis shows that capitalization errors occurred in English titles, especially in writing prepositions such as “in, too, the, and, or, on, of, by, from, for, as, and with”. This can occur due to inaccuracy or misunderstanding about the use of prepositions. Writers are usually more concerned with the combination of words in each sentence and the continuity of the writing, the substance of the writing, rather than having to correct capital letters. In English, there is one type of word that basically cannot or should not be placed at the beginning of a sentence, namely determiner/article, prepositions, and conjunctions. Although the capitalization of words in titles might vary depending on the writer's/ author's, institution's, or publication's style, there are certain common capitalization principles to remember. 1) Any title's initial and last words should be capitalized. 2) Using capital letters for nouns and pronouns. Proper nouns are included in this category. 3) capitalizing helpful verbs and "to be" versions. 4) Capitalizing adjectives and adverbs, and 5) capitalizing articles in the title unless they are the first or last word. 6) In titles and short prepositions, do not capitalize short coordinating conjunctions like "and," "but," "or," "for," or "nor." In minimizing mistakes, it is important to know how to write capital letters in the correct title.

Forming inflection and word-formation operations in preschoolers with mental retardation

Introduction. At the present stage of societal development, great attention is paid to issues affecting the psychological and pedagogical support in the educational process of children with disabilities. One general pattern of dysontogenetic development is violation of speech mediation. The most important areas of assistance to children with special educational needs are: identifying speech defect specifics and creating additional special conditions that will facilitate assimilation of educational programs and the social development of each student’s personality. The study aims to develop and test a program for forming inflection and word-formation operations in preschoolers with mental retardation. Materials and methods. The study involved 92 preschoolers aged 6-7 with mental retardation. The research methods were: Methodology of psycholinguistic study of oral speech disorders in children by R.I. Lalaeva, Diagnostics of oral speech of children aged 4-7 by N.V. Nishcheva; mathematical statistics: χ2-Pearson criterion. Results. The ascertaining experiment showed that preschoolers with mental retardation are characterized by predominantly low level of formation of inflection and word-formation operations. Specific difficulties were identified: omission or incorrect use of prepositions in speech; errors in changing nouns in indirect cases; deficiencies in the agreement of an adjective with a noun in the neuter gender; lexical substitutions of nouns, verbs when forming new words using suffixes and prefixes; replacement and incorrect use of suffixes while forming relative and possessive adjectives, etc. After the formative experiment, significant shifts occurred both in the level of noun inflection operations (χ2 = 19.739; p ≤ 0.05) where the number of children at a low level decreased from 64% to 32%, and in the level of verb word-formation operations (χ2 = 30.61; p ≤ 0.05) where the number of children at an average level increased from 39% to 58%. Conclusion. Preschoolers with mental retardation experience difficulties in grammatically designing speech utterances. The data obtained in the experiment show that speech difficulties are due to the delayed development of inflection and word-formation operations and the qualitative peculiarity of the manifestation of the defect. Studying grammatical operations in young children with mental retardation and the specifics of the manifestation of this disorder in written speech is a promising further direction.

PARAFJALE SHQIPE /ME/ DHE EKUIVALENTËT E SAJ NË GJUHËN FRËNGE

The use of prepositions is one of the most challenging aspects of grammar in any language. Translating them poses much greater difficulty than translating other parts of speech such as nouns, pronouns, verbs, etc., so often the sentence structure needs to be entirely changed to accurately translate a specific preposition. Given the reality that studies on Albanian prepositions, especially from a contrastive perspective, are not plentiful, we have decided to dedicate this work to the study of Albanian prepositions to highlight their semantic characteristics, examining their uses and meanings, and comparing Albanian structures containing these prepositions with their equivalents in French. Therefore, the primary focus of this research is to identify equivalence and understand the syntactic differences that may exist between these two languages.

UKRAINIAN PHD STUDENTS' ATTITUDES TOWARD AI LANGUAGE PROCESSING TOOLS IN THE CONTEXT OF ENGLISH FOR ACADEMIC PURPOSES

Mastering academic writing skills in English is essential for future researchers. At present, AI language processing tools provide high-quality, accessible, and fast assistance for translation, editing, and stylistic enhancement of scientific texts. However, their use within English for Academic Purposes (EAP) courses generates mixed reactions among educators and raises ethical concerns. Our study aimed to explore the predominant perceptions of AI language processing tools by PhD students of the National Academy of Sciences of Ukraine (NASU) from the viewpoint of their integration into the academic English course taught in the first year of their PhD studies. The study involved 52 PhD students from various NASU institutes. They completed a survey with both closed-ended and open-ended questions regarding their previous and expected use of online translators, writing enhancement tools, and ChatGPT for research writing purposes. The results of the survey show that NASU PhD students have extensive experience with online translators, but are less familiar with writing enhancement tools and less certain about their potential use in the future. Almost a third of the respondents expressed reservations about using ChatGPT for academic writing due to academic integrity concerns. Most of the respondents (66%) agree that the basics of ethical use of AI writing and editing tools should be incorporated into EAP courses. One subgroup of the participants (n = 11) took part in a small-scale additional intervention focused on writing enhancement tools. They were asked to apply Grammarly, QuillBot, and ChatGPT to edit their course projects (presentations of the current state of their dissertation research) and compare these tools according to various criteria. The feedback provided by this subgroup indicates that they were most satisfied with the quality of editing provided by ChatGPT but found Grammarly and QuillBot easier to use and more suitable for superficial grammar checks. We found out that the AI tools helped participants achieve improvements primarily in such aspects as the use of articles, punctuation, use of prepositions, and elimination of redundancy. The study has significant pedagogical implications, promoting the wider use of AI tools in the context of teaching English for Academic Purposes and addressing appropriate teaching techniques and methods.

Salgo de casa? Salgo a casa? Salgo la casa? Analysis of the crosslinguistic influence on preposition use in motion verb constructions by multilingual German learners of Spanish

The use of prepositions is one of the most difficult grammar topics for Spanish learners. The high frequency prepositions ‘a’ (‘to, at, on’), ‘de’ (‘from, of’) and ‘en’ (‘in, on, into’) are often confused or omitted, especially in motion verb constructions (e.g., Campillos Llanos, 2014). This can be due to their polysemous character and the low salience. In addition, crosslinguistic influence (Jarvis and Pavlenko, 2008) from the first language as well as additional acquired foreign language(s) play a significant role.In order to analyse the complexity of interlanguage phenomena in the construction [motion verb + a/de/en + noun] to improve acquisition in Spanish classes, it is necessary to study authentic learner data. In this paper, I will discuss the results of an explorative pilot study on crosslinguistic influence carried out at a German grammar school in the federal state Baden-Württemberg in order to find out after which verbs of motion these prepositions are omitted or confused, how often this occurs, and which languages might influence it. The results of two groups of pupils at beginner level with the mean age of 14,03 are compared: The first group (n = 21) learns Spanish as the third foreign language, in addition to English and French, while the second group (n = 16) learns Spanish as the second foreign language after English. Both groups learn the named foreign languages in an instructed setting at school.The pilot study reveals that the prepositions ‘a’ and ‘de’ are much more often confused or omitted in the construction types [llegar/volver/venir + a + noun] (‘arrive/come back/come + to/in + noun’) and [salir/ir + de + noun] (‘leave/go + noun’) compared to [ir + a + noun] (‘go to + noun’). A possible explanation is positive and negative intra- and interlingual transfer of equivalent constructions from different languages. These results form a hypothesis basis that a systematic application of Pedagogical Construction Grammar (Boas, 2022; De Knop and Gilquin, 2016) and multilingual didactics (Fäcke and Meiβner, 2019; García et al., 2020) in Spanish classes to teach these polysemous prepositions could probably be helpful to avoid errors.

Difficulties Facing English Foreign Language University Students in Using English Prepositions

Prepositions are one of the most used parts of speech in English. Thisstudy is concerned with the difficulties are facing Libyan highereducation students on the use of English prepositions. More specifically,this study is an attempt to discover these problems and the misuse of theseprepositions. This study is a quantitative. Seventy-six EFL students wererandomly selected from Libyan English department in Faculty ofEducation. The objective test was the main instrument for data collection.The results showed that Libyan students committed varied kinds of theerrors in the use of prepositions. Analysis of the responses revealed thaterrors made were mainly based on the function and replacement of theprepositions. The difficulties encountered in the use of prepositions arelinked to the nature of English prepositions: polysemy, idiomatic usageand substitution with first language prepositions. Another strategy toteaching English prepositions is required to improve students’performance.

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.

Analisis Kesalahan Berbahasa Indonesia Dalam Ejaan Mahasiswa Pg Paud

This research aims to analyze language errors in the spelling of preschool students. In the student's thesis abstract, writing errors were found. Students' mistakes when writing their thesis abstracts are sometimes not using the correct Indonesian spelling. The method used in this research is a qualitative descriptive method and data collection procedure techniques in the form of observation. Based on the research results, the samples taken were 7 abstract data and student books at Medan State University, Early Childhood Education Teacher Education Study Program. In writing abstracts there is language spelling that is not correct according to the Enhanced Indonesian Spelling (EYD) guidelines, namely in the use of prepositions, use of capital letters, writing full stops, use of italics and errors in writing words. There are 7 spelling error data contained in the abstracts and PGPAUD student books. Based on the results of the discussion above, it can be concluded that the author is inaccurate in using language spelling in capital letters, italics, words with affixes, use of abbreviations, use of punctuation.

What relationships exist between nouns and verbs and the use of prepositions, adverbs, and adjectives in children and adolescents who use speech generating devices?

The relationships between the use of nouns and verbs, and other word classes have been well established in the typical language development literature. However, questions remain as to whether the same relationships are seen in the language use of individuals who use graphic symbol-based augmentative and alternative communication (AAC). The aim of the study was to examine relationships between the use of verbs and nouns, and the use of prepositions, adverbs, and adjectives through a secondary analysis of language transcripts taken from 12 children and adolescents who used aided AAC in conversation with an adult. A series of multiple linear mixed-effect regression analyses showed a positive predictive association between the use of verbs and the use of prepositions and adverbs, as well as a positive predictive relationship between the use of nouns and the use of adjectives. The theoretical and practical implications of these findings are discussed.

Cultural conceptualisations and spatial cognition in Ghanaian English

AbstractKantian philosophy describes space as a universal cognitive primitive because all humans contend with attributes of space as they navigate their environments and communicate the location of things or their location in relation to the location of things. These spatial conceptualisations are encoded in human language and their grammars as either prepositions or postpositions, where different cultures and languages conceptualise space differently because of their different environments. It also means that linguistic terms about spatial relations, such as prepositions, contain not only linguistic information but also conceptual information as well as cultural schemas. This paper explores the variations in the use of prepositions in Ghanaian English and argues that such variations, which may contribute to marking off the variety of English spoken in Ghana as a distinct variety, may be motivated by the cultural conceptualisations of relational terms in the primary language(s)/culture(s) of the speakers of Ghanaian English.

ANALYSIS OF PRIMARY SCHOOL STUDENTS' WRITING ERRORS IN ENGLISH SUBJECTS

ANALYSIS OF PRIMARY SCHOOL STUDENTS' WRITING ERRORS IN ENGLISH SUBJECTS

Actual Problems of Cognitive Linguistics at the Present Stage

This article is devoted to the study of the historical and scientific prerequisites for the formation of a young, developing, and at the same time controversial and controversial scientific branch of linguistics - cognitive linguistics. The goals, object and subject of research in this field of knowledge are determined by theoretical and methodological principles that are formed on the basis of the cognitive-oriented work of Kazakh and foreign linguists. The continuation of the research traditions of cognitive linguistics, which is gaining popularity among Kazakh researchers, is noted. The theoretical and scientific basis of the research are such linguistic areas as frame and conceptual semantics, prototypical semantics, the theory of relevance (or linguistic emphasis), the theory of cognitive models and cognitive metaphor, the theory of mental spaces. Special attention is paid to the problems of the English language in comparison with other language groups, which creates difficulties in linguists relying on traditional approaches to the study of the language system. The identified specific features in the use of English prepositions, modal verbs, the use of participles, the category of voice, tense, aspect, mood, as well as some difficulties in coordinating tenses lead researchers to the need to use linguo-cognitive methods of cognition. The establishment of a close and complex relationship between language and the process of thinking, cognition is accepted as an evidence-based advantage of the study. The data obtained as a result of the analysis are based on logical, deductive, comparative linguistic research methods. The tools used to assess the current problems of modern cognitive linguistics can be of applied significance and be used in international scientific communities to improve approaches to language learning. The scientific and practical significance of this study lies in the search for possible ways and implementation of identification opportunities, as well as a comprehensive study of the most pressing problems, reflecting the urgent need for further development of this scientific field.

Written Corrective Feedback and EFL Students’ Use of Prepositions, Articles, Punctuation and Capitalization

This study investigates the effect of direct and indirect written corrective feedback (WCF) on EFL students’ use of prepositions, articles, punctuation, and capitalization. The importance of focusing on WCF is due to its role in enhancing students’ writing accuracy and making their writing more suitable to their respective discourse communities. Using a quantitative approach, data was collected over a period of two months in a university in the Sultanate of Oman through pre- and post-tests including two stages of treatments. A total of 45 students voluntarily participated in the study: control group (n=15), direct group (n=15), and indirect group (n=15). While the control group (CG) received no feedback and did not receive interventions, the direct group (DG) received feedback on their pre-test, treatment one and treatment two. For DG, errors were underlined and correct forms were given immediately. The indirect group (IG) received feedback on their pre-test, treatment one and treatment two, as well, but their errors were only underlined with no corrections given to encourage students to find the correct forms themselves. The results of this study suggest that direct written corrective feedback (WCF) is more effective than indirect feedback in improving the use of prepositions, articles, punctuation, and capitalization among Omani undergraduate students majoring in literature. The control group did not show any significant improvements, indicating that written corrective feedback is necessary for improving writing skills among EFL students.

ANALISIS KESALAHAN SINTAKSIS PADA PENULISAN TEKS FABEL SISWA KELAS VII SMP SOMBA OPU KABUPATEN GOWA

his study aims to describe phrase errors in syntax in the writing of fable texts of Class VII students of SMP Somba Opu Gowa Regency, describe sentence errors in syntax in the writing of fable texts of Class VII students of SMP Somba Opu Gowa Regency. This type of research is qualitative by using descriptive method. The instrument in this research is the researcher (human instrument). Data collection techniques in this study used observation, documentation, reading, and note-taking methods. Data analysis uses data analysis techniques based on Miles and Huberman in the form of data reduction, data validity, and conclusion drawing. The results showed phrase errors in the writing of fable texts of seventh grade students of SMP Somba Opu Gowa Regency, and sentence errors in the writing of fable texts of seventh grade students of SMP Somba Opu Gowa Regency. Phrase errors in syntax include six types of errors, namely: the influence of local language, inaccurate use of prepositions, inaccurate phrase structure, excessive use of elements, excessive use of superlative forms and inaccurate use of reciprocal forms. Sentence errors in syntax include five types of errors, namely sentences without subjects, illogical sentences, ambiguous sentences, excessive use of conjunctions, and non-parallel sentence order.

Groups of Non-Conventional Means Referring to Time in Literary Texts.

The paper is an extensive analysis of literary texts spanning different eras, genres, and languages (including the epic of Gilgamesh, Russian works by A. P. Chekhov, S. Dovlatov, G. G. Demidov, as well as English works by W. Shakespeare, R. P. Warren, W. Faulkner, K. Vonnegut). Through this analysis, the author identified a common poetic feature shared by these works: the utilization of both conventional and non-conventional means to convey the passage of time. The objective of the study was to examine and categorize these non-conventional means according to their respective referential spheres, as well as to elucidate their functions within literary texts. Four main groups were identified, encompassing references to food, human physiology, events or objects in the characters’ living spaces, and processes in nature. The study reveals that non-conventional methods of conveying time in literature are considered archaic; however, they are still widely employed to personalize characters’ perception of time and highlight its psychological aspect. The temporality of these methods is generally reinforced through the use of adverbs, prepositions, or grammatical structures that indicate time. In conclusion, it is established that due to the directional nature of time, its fluidity, and the inevitability of approaching death, authors strive to find ways to capture and define time, giving it tangible forms, and in doing so, the past becomes alive once more.

The Effect of L1-L2 Lexico-Semantic Differences on Korean EFL Learners’ Preposition Use

The Effect of L1-L2 Lexico-Semantic Differences on Korean EFL Learners’ Preposition Use

Analisis Kesalahan Berbahasa Bidang Morfologi Pada Teks Karangan Narasi Siswa Kelas V SD Negeri 5 Dersalam

This study aims to examine errors in the morphological aspects found in the narrative texts of fifth-grade students at SD Negeri 5 Dersalam. The methodology employed is qualitative descriptive, focusing on data containing morphological errors or improper sentence usage. The narrative compositions of the fifth-grade students from SD Negeri 5 Dersalam serve as the primary data source. Data collection was conducted through the documentation of student compositions. The data analysis was carried out using the Milles Huberman analysis model. The research findings indicate a variety of language errors in the students' narrative texts, including errors in the use of prepositions, incorrect writing of standard words, and errors in affixation writing .

Порушення словотвірних і морфологічних норм у медійних текстах (на матеріалі стрічки новин УНІАН)

The ability to present information clearly and competently is one of the mandatory requirements for qualified journalists. Violation of language norms, in particular those of word formation and morphology, reveals the incompetence and unprofessionalism of specialists who spread incorrect forms among their audience through their texts. Therefore, the purpose of this study is to draw attention to the non-normative word-formation models and declension forms that are not inherent in the Ukrainian language, but are actively used in journalistic materials, in particular in the UNIAN news feed. The following methods were employed in the course of the study: at the data collection stage – the method of linguistic observation was used to identify erroneous word and form formation of lexemes and to record them; the method of distributional analysis was imple- mented to identify the non-normative use of word and form affixes and to further systematise errors; the method of contextual analysis and the descriptive method were applied to identify grammatical deviations when analysing the collected and classified language material. The systematisation of errors gives grounds to assert that word-formation deviations arise under the influence of the Russian derivational system, which is especially noticeable in suffix word formation. Deviations from the morphological norm are mostly caused, first, by the excessive use of uncodified active present participles (30.2 % of all morphological anomalies), second, by the erroneous use of prepositions (17.1 %), and third, by the non-normative formation of nouns (16.6 %). Based on the systematisation of grammatical deviations, it can be argued that the jour- nalists of the analysed media outlet need to improve their professional competences, in particular in the field of language norms.

An Analysis of the Ingenious Use of Prepositions in 'Mountains Like White Elephants'

An Analysis of the Ingenious Use of Prepositions in 'Mountains Like White Elephants'