Cognitive Problems of Learners in English Preposition Usage

Abstract

The present study has explored reasons for the faulty usage of English prepositions by Pakistani students of grade thirteen. Twenty-five participants were given forty-eight Urdu sentences to translate. Their errors were noted and analyzed. The analysis was supported by two strategies: interviews with the participants, and contrastive analysis of the test items. The findings suggest that the learners made mistakes because of three basic reasons: (1) Inter-lingual Correlations (2) Superimposition of Personal Time Scale and (3) Transfer. Inter-lingual Correlation is the literal translation of Urdu case markers/postpositions into English prepositions. Superimposition of Personal Time Scale means that the learners superimposed their personal time frame on the time frame of the text and remained confused about the use of since and for in the perfect progressive tenses. Transfer means that the learners translated the L1 sequences verbatim, in violation of the rules of L2 grammar. It is suggested that the teachers avoid teaching prepositions by translating them into L1; they should devise communicative situations instead. Use of exercises in collocation and oral drills may also be helpful.