Learning spatial prepositions by Iranian EFL learners

Journal of Teaching English Lnaguage Studies

مقاله 5، دوره 2، شماره 4، مرداد 2014، صفحه 65-84   

نویسنده

Azam Fallahi^*

Islamin Azad University, Takestan Branch

چکیده

The aim of the present study is threefold. The first is that whether there is any difference between
different proficiency level language learners 'use of spatial prepositions. The Second aim is to
reveal that if the native language of the participants has any effect on applying the appropriate
prepositions and also to find which spatial preposition is difficult to acquire. The present paper
examines the usage of English spatial prepositions by selected Persian- speaking English learners
in Mehr Aein institute in Ghorveh, Kurdistan. To do the study, 100 Persian-speaking learners of
English language from different classes in Mehr Aein Institution, Ghorveh were randomly Chosen.
The participants were female and male EFL learners. Their ages were ranging from 10 to 27 years
old. In order to determine their level of proficiency, the participants were asked to answer an
English placement test. Based on the results of the placement test they were classified into three
levels, Elementary (n=13), intermediate (n=49) and advanced (38). Then considering their levels,
they were given a questionnaire assessing their knowledge of English spatial prepositions and they
were asked to answer it. Finally the errors on preposition usage were extracted and analyzed. The
results of the study indicate that there is a significance difference among different proficiency level
language learners' use of spatial prepositions. Findings indicate that most Iranian learners of
English had difficulty in finding appropriate preposition. It was also found that a large number of
errors were due to the interference of the learners native language (Persian). The results show the
prominence of inter-lingual errors compared to the intra-lingual errors. The paper is written on the
idea that the Persian language as the native language interferes with using English prepositions by
Iranian EFL learners and leads to lots of prepositional difficulties. After the data were collected
and analyzed, L1 interference was proved. The implications of the present research can be used
for researchers, teachers and learners.

کلیدواژه‌ها

preposition؛ spatial prepositions؛ aspect؛ prepositional aspect

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