مشروع البحث: Linguistic Analysis of Preposition Errors in L2 Writing among First-Year English Department Students at the Gherian Faculty of Arts
| dc.contributor.advisor | حمزة محمد تليب | |
| dc.date.accessioned | 2026-04-09T11:53:01Z | |
| dc.date.available | 2026-04-09T11:53:01Z | |
| dc.description | This study examines the types, frequency, and causes of English prepositional errors in the writing of first-year English department students at the Faculty of Arts, Gherian University. It aims to identify common error patterns and investigate the influence of Arabic, the learners’ first language, on prepositional use. A mixed-methods design was employed to provide a comprehensive analysis of prepositional errors. The quantitative phase involved a structured test focusing on English prepositions, administered to a purposively selected sample of 27 first-year students. The qualitative phase consisted of semi-structured interviews with a subset of students and English language teachers to explore the perceived causes of these errors and the instructional challenges associated with teaching prepositions. The results revealed that substitution errors were the most frequent, occurring when learners replaced the correct preposition with an inappropriate one. Omission errors were the second most common, while addition errors, involving the insertion of unnecessary prepositions, occurred less frequently. These error patterns were largely attributed to Arabic–English structural and semantic differences, which led learners to rely on direct translation from Arabic. Since single Arabic prepositions often correspond to multiple English equivalents, learners experienced difficulty selecting the appropriate form in context, reflecting negative first language transfer. In addition, limited exposure to varied prepositional contexts and insufficient explicit instruction contributed to the persistence of these errors. The study recommends targeted pedagogical strategies that integrate contrastive analysis with contextualized practice, emphasizing English prepositions that were most frequently misused by Arabic-speaking English foreign language learners and are prone to negative first language transfer patterns. These findings offer valuable insights for teachers, curriculum designers, and policymakers seeking to enhance grammatical accuracy and writing proficiency among Arab English foreign language learners. | |
| dc.description.abstract | This study examines the types, frequency, and causes of English prepositional errors in the writing of first-year English department students at the Faculty of Arts, Gherian University. It aims to identify common error patterns and investigate the influence of Arabic, the learners’ first language, on prepositional use. A mixed-methods design was employed to provide a comprehensive analysis of prepositional errors. The quantitative phase involved a structured test focusing on English prepositions, administered to a purposively selected sample of 27 first-year students. The qualitative phase consisted of semi-structured interviews with a subset of students and English language teachers to explore the perceived causes of these errors and the instructional challenges associated with teaching prepositions. The results revealed that substitution errors were the most frequent, occurring when learners replaced the correct preposition with an inappropriate one. Omission errors were the second most common, while addition errors, involving the insertion of unnecessary prepositions, occurred less frequently. These error patterns were largely attributed to Arabic–English structural and semantic differences, which led learners to rely on direct translation from Arabic. Since single Arabic prepositions often correspond to multiple English equivalents, learners experienced difficulty selecting the appropriate form in context, reflecting negative first language transfer. In addition, limited exposure to varied prepositional contexts and insufficient explicit instruction contributed to the persistence of these errors. The study recommends targeted pedagogical strategies that integrate contrastive analysis with contextualized practice, emphasizing English prepositions that were most frequently misused by Arabic-speaking English foreign language learners and are prone to negative first language transfer patterns. These findings offer valuable insights for teachers, curriculum designers, and policymakers seeking to enhance grammatical accuracy and writing proficiency among Arab English foreign language learners. | |
| dc.identifier | 4-1 | |
| dc.identifier.uri | https://dspace.academy.edu.ly/handle/123456789/1939 | |
| dc.subject | Linguistic Analysis of Preposition Errors in L2 Writing among First-Year English Department Students at the Gherian Faculty of Arts | |
| dc.title | Linguistic Analysis of Preposition Errors in L2 Writing among First-Year English Department Students at the Gherian Faculty of Arts | |
| dspace.entity.type | Project | |
| project.endDate | 2026 | |
| project.funder.name | لغة إنجليزية | |
| project.investigator | إبتسام اشهوب الاحمر | |
| project.startDate | 2025 | |
| relation.isOrgUnitOfProject | af9e092c-fc84-4bf9-aa49-ae03df1d0b0d | |
| relation.isOrgUnitOfProject.latestForDiscovery | af9e092c-fc84-4bf9-aa49-ae03df1d0b0d |
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