Prepositional Phrase

2017

The objective of this descriptive research was to describe the students' ability in choosing the correct prepositional phrases for adverb phrase. The population of this research was the second year students of the English Study Program of Universitas Riau as big as 86 students of 2014/2015 academic year. Due to the population is very large, which consist of 3 classes, the cluster random sampling technique is used. The whole of number of the population is about 86 students. One of the class is taken as the sample as many as 30 students. The multiple choice test is used to collect the needed data of prepositional phrases for adverb phrase. The collected data were analyzed by calculating the scores of the students in answering the test and classified them to a certain level of ability in choosing the correct prepositional phrases for adverb phrase. The research finding show that the majority of the students passed in choosing the correct prepositional phrases for adverb phrase as b...

2017

Studies have shown that learning prepositions is among the hardest for second language learners and this is especially true for learners of English. This study sought to analyse the errors related to the target prepositions 'in ', 'on' and 'at' in English essays written by first year Centre for Language (CFL) students of the International Islamic College (IIC), to identify the possible sources of preposition errors and to find out if native language interference is a source of error related to the target prepositions. Fifty essays written by first year Malay students of IIC were used in this study and the topics of the essays centred on common human concerns such as family, friendship and marriage. The errors related to the prepositions 'in', 'on' and 'at' were identified and explained. Next, the sources of errors were analysed and presumed explanations were given. The findings of the study show that the students' problem was mostly with the preposition 'in', followed by 'at' and lastly 'on'. It was also found that native language interference was a probable source of errors related to the use of prepositions 'in', 'on' and 'at'. The results of the study were also expanded to pedagogical implications such the use of suitable teaching materials, using Contrastive Analysis, exposure to language, error correction and using technology in teaching prepositions.

The purpose of this study was to investigate the categories of preposition errors made by EFL learners of elementary and intermediate proficiency levels by comparing the rate of preposition errors (addition, omission, substitution) to their total preposition uses in their essays, and by comparing the overall preposition usage of learners of both proficiency levels. The study was conducted with 75 learners of elementary level (A2) and 75 learners of intermediate level at Erciyes University School of Foreign Languages. Initially, 550 elementary and 230 intermediate level essays were scanned, and 75 exam papers for each group were randomly chosen as the sample of the research. In the analysis, depending on Grammar of Spoken and Written English of Biber et al. (1999), total preposition numbers and erroneous preposition uses in each essay were counted and color coded by the researchers by blind-checking the papers separately to assure the reliability. Then, the erroneous prepositions were subcategorized as addition, omission and substitution according to Corder's (1973) Common Errors in English and Categorization of Error Types. The results of the independent-sample t-test indicated that; a) there was no difference between groups in terms of addition type error; b) learners of elementary level made statistically more omission type errors than learners of intermediate learners; c) learners of intermediate level made statistically more substitution type errors than learners of elementary level; d) percentages of preposition errors to total preposition usage in elementary level essays were statistically higher than those of intermediate level. In the light of the findings of this research, the importance of teaching preposition in chunks for elementary level, and providing learners of intermediate level with more detailed linguistic features of preposition were emphasized.

Journal of English Language Teaching, 2013

Artikel ini ditulis untuk mendeskripsikan kemampuan siswa dalam menggunakan jenis-jenis preposisi yang berbeda dalam bahasa inggris dengan benar sesuai dengan fungsinya masing-masing dalam sebuah kalimat. Seringkali siswa mengalami kesulitan dalam menggunakan setiap preposisi dalam bahasa Inggris yang dikarenakan terdapat sejumlah kata dalam bahasa Inggris yang dapat digunakan sebagai preposisi dengan aturan-aturan tertentu. Penelitian ini merupakan sebuah penelitian deskriptif dengan menggunakan tes tertulis sebagai data penelitian yang berjumlah 60 butir soal yang harus dilengkapi dengan preposisi yang tepat. Dari hasil penelitian ditemukan bahwa kemampuan siswa dalam mengunakan preposisi yang benar sesuai dengan aturan pemkaiannya masing-masing masih rendah dengan nilai rata-rata dari tes adalah 49,84. Secara umum nilai tersebut mengindikasikan bahwa kemampuan siswa dalam menggunakan preposisi yang benar masih sangat kurang dan harus ditingkatkan lagi meskipun terdapat beberapa siswa dengan kemampuan yang cukup bagus. Kata kunci:preposition, different kind of prepositions, students' ability. A. Introduction In learning English for both the foreign language and the second language, the learner should master the four basic skills in order to understand and use the language correctly. They are listening, speaking, reading, and writing. These skills cannot stand alone; in other words one skill will support the other skills. Thus, the

Procedia - Social and Behavioral Sciences, 2013

The purpose of the current study is to examine the extent to which students rely on their L1 prepositional knowledge in acquiring an understanding of prepositional usage in English. Learning English is becoming essential in a time of worldwide communication, apart from different peculiarities of English language structure, preposition usage occupies one of the prominent place. Being the essential part of set-expressions, prepositional phrases, phrasal verbs and certain collocations they produce distinct problems not only for lower level students bur for advanced ones. Especially, in cases of the similar constructions (but with another preposition) in L1.Theoreticians and language teachers have long recognized the important role of a native language (L1) in the acquisition of a second language (L2). However certain elements in the first language hinder second language acquisition through negative interference. Therefore, the teacher of English can use the students L1 for structures that use equivalent prepositions in both languages. On the other hand, whenever there are verbs or expressions in the L1 and L2 that have different structures, with different prepositions, or that have no equivalent in one of the languages, instructors should point out these differences to their students.

European Scientific Journal, 2014

Prepositions are functional words that present the relationships between groups of words. EFL students find difficulty in using prepositions correctly in their writing tasks. The present study is an attempt to identify the errors made by UAE University students in the Engineering College in the use of prepositions. The participants of the study are 30 Arabic students attending UAE University aged between 18-23 years old. A test on English preposition was developed which contained thirty multiple choice questions, and distributed to the students. Errors have been pinpointed and results have been analyzed using discourse analysis. This study is expected to be valuable to EFL students, teachers and translators.

We deal with this research those difficulties facing first year students in Sudan university of Science and Technology in using English prepositions. During writing English preposition inside full sentence of English language, we took them as one of problems in writing English as general and we found that the problem in the preposition that have more than one function and also has different meaning according to their use, inside the sentence.

In this modern era, English drives the world in every aspect of human being's life. The number of people sharp to shine their future by learning English Language. As far as language learners are concerned that they have to develop their listening, speaking, reading, and writing skills to make their dream true. In Sri Lanka, the English language is being taught as a second language. Through this teaching-learning process, most of the students are being faced difficulties to achieve the skills of the English language. The nature of writing is needed perfect grammar patterns. This study confesses that many students of the second language make grammatical errors in the use of prepositions they unconsciously fail to follow the rules of the target language because of that they are not in a position to continue the activities related to the preposition and they feel uneasy to give an eager in learners prepositions and its grammatical rules. English is originated with many word classes. Among them prepositions play a vital role which cover many important areas. Students' errors in the use of preposition make the researchers to do this research in this particular topic. Therefore, the researchers decided to do a study regarding the errors in the use of prepositions among grade eight students of Al-Muneer Vidyalaya Sammanthurai within a limited period. Therefore, this study is interested to reduce the errors by finding the errors, reasons for the errors, and the best way to use of prepositions through this research on the topic of "Error analysis in the use of preposition among the grade seven students at Al-Muneer Vidyalaya Sammanthurai".

Journal of Education and Practice, 2013

This research deals with English prepositions and the difficulties English as a Foreign Language (EFL) students face while they master prepositions. The researchers also intend to identify the needs of English teachers who wish to improve their teaching skills through a better explanation of prepositions by giving them some practical tips. The participants in this research were 50 teachers. Data were collected through questionnaires done with English teachers from Albania, Greece and Kosovo. The aim of the questionnaires was to discover if the teachers taught prepositions in the class or not. The research findings revealed that most of the EFL teachers teach what's in the textbook or they just do not explain prepositions at all. Most of the teachers felt that English prepositions are difficult to teach to nonnative speakers, for many reasons: 1. polysemy of prepositions, where different meanings change according to the context in which prepositions are used; 2. lack of a spoken and written guide on how to use prepositions; 3. native language interference. At the end of article the authors provide multiple activities concerning prepositions, their acquisition and their usage.

2024

Determining the types of prepositions that EFL students use when writing descriptive texts is the aim of this study. For this study, a descriptive qualitative research design was adopted. The students' writing provided the data that was gathered. The study's subjects were the sixty-six first-graders in UNIKA Santu Paulus Ruteng's English Language Education Program. In collecting the data, the researchers had a lot of things. First, selecting the titles which were given to the students. After that, students had to write a description text based on the titles given. Then, the researchers required to identify the types of prepositions found in the texts. The result of this study revealed that there were 249 trends of preposition of time (51,4%), 132 trends of preposition of place (76,8%), 8 trends of preposition of direction (6,04%). Based on the result of the research above, the researcher concluded that, the students used preposition of place (76,8%) dominantly compared to other types prepositions. The researcher came to the conclusion that students utilized place prepositions (76,8%) more frequently than other types of prepositions based on the findings of the aforementioned study. Prepositions were used by the EFL students as they were composing descriptive texts.