Abstract
This study examined the mis-use of preposition by the learners of English Language especially under second language learning situation. It focuses factors responsible for persistent errors in the students’ use of preposition. Attempt was also made to analyse types of prepositional errors observable in students’ use of English. The study also shows the students’ knowledge and awareness of the rules guiding the use of preposition under English as a second language with adequate review of theoretical and empirical literature.
Table of Contents
1. Abstract
2. Table of Contents
3. Introduction
CHAPTER ONE
The concept of language error and its analysis
CHAPTER TWO
The meaning and types of prepositions
CHAPTER THREE
The misuse of preposition among English learners
References
Introduction
Prepositions according to Lawal (2004) indicate various relationships between words or phrases in sentences. The relationship includes those of time, points, position, direction and various degrees of mental or emotional attitudes. Agoi (2003) also described preposition as a word or group of words used with a noun or noun equivalents to show the link between that noun which it governs and another word. The prepositions however are grouped into simple, participial and phrasal types. Preposition like other parts of speech are frequently misused. This misuse which is otherwise referred to as error. It is an instance of deviation from the norm of correct usage (Opara, 2001).
One major error observed in the students writing and everyday speech is prepositional error. The notion of correctness as far as prepositional use is concerned depends on linguistic competence and performance of the learner or speaker. Analyses of these errors especially in second language learning/teaching situations is more or less a learning device. This explains why Yankson (2000) stresses that error in language learning are significant.
The effective use of preposition adds to writer’s or speaker’s communicative competence and linguistic performance; many students used preposition carelessly as if it is not rule governed. Rule guiding the use of preposition is somehow flexible. Adewuyi (2001) also contributes that prepositions misuse are mainly caused by linguistic interference factors, inappropriate learning and wrong application of rules.
CHAPTER ONE
1.1 The Concept of Language Error and Its Analysis
Error of usage according to Lawal (2004) is attributable to the complexity of the English Language itself. The level at which people commit error in terms of language usage vary from one person to another depending on linguistic background of the speaker or user of language.
Yankson (2000) also analyzed that nobody learns a language without goofing. According to him, goofs should not be considered as linguistic sins to be condemned and punished. Rather, learners’ errors help in understanding the processes of second language acquisition. Olasehinde (2002) also argues that it is inevitable that learners make errors. He also cited Noam Chomsky (1998) that errors are unavoidable and a necessary part of the learning. They are visible proof that learning is taking place. Thus, Corder (2000) proposed that not only do language learners necessarily produce errors when communicating in a foreign language but these errors, if studied systematically can provide significant insights into how language are actually learned. He also agrees that studying students’ errors of usage has immediate practical application for language teachers. In his view, errors provide feedback, they tell the teachers something about the effectiveness of his teaching.
Thoman (2001) also maintains that error analyses can be used to determine what a learner still needs to be taught. It provides the necessary information about what is lacking in his or her competence. She also makes distinction between errors and lapses. According to her, lapses are mistakes produced by native speaker, which can be corrected by them. They call for on the spot correction rather than remedial works.
Olasehinde (2002) also states that errors and misuse of language by the students could be attributed to bad teaching and resources. The other reasons he gave for occurrence of errors include ignorance, lack of practice and carelessness. To correct the errors of usage in students writing and speech, the teacher needs to know what rules have been broken (Broughton et al 2003). Opara (2001) also contributes that errors are inaccuracies which occurs as a result of language misuse. According to Orisawayi (1999) they are mistakes but form a part of the learning of the language. He added that languages are frequently misuse by the students due to their carelessness. He argues further that “errors have a peculiar sneaky behaviour, such that no matter the number of times a piece of work is read through, one cannot rule out the possibility of some mistakes stealthily surviving the revision and proof reading sessions". From the foregoing quotation, Opara (2001) stresses that errors are difficult to completely do away with. He also considers linguistic interference as a factor which is largely responsible for language misuse and other related errors.
Aiyewumi et al (2004) states that an error is characterized by systematic deviancy. Richeards (2000) also states that error analysis presupposes that some learning has taken place in the form of an input. He also cited French (1989) where he stated that “errors are oddities that are not evidence of carelessness or of unwillingness but of growing-pains and a desire to learn not punishable offences because they are accidents". Candling (2001) considers error analysis as “the monitoring and analysis of learner’s language. He also refers to an error as a deviation. Dulay and Burt (1997) uphold the view that errors are “those instance of deviation from the norms. Jain (2002) also supports the notion that “sentences containing errors would be characterized by the systematic deviancy".
Attitudes towards error vary considerably. Corden (2003) identifies two conflicting attitudes: the first one represents the feeling that errors are undesirable and hence should be avoided, but the second attitude is representative of the feeling that errors are inevitable in an imperfect world. Strevens (2004) subscribes to the view that errors are normal and inevitable features of learning. He added that errors are essential condition of learning. Wilkins (1996) also considers learners’ errors to be of particular importance because the making of errors is a device the learners’ use in order to learn. According to him, error analysis is a valuable aid to identifying and explaining difficulties facing learners. He goes on to say that error analysis serves as a reliable feedback to design of remedial curricula. Candling (2001) adds that the second language learner’s errors are potentially important for the understanding of the processes of second language acquisition.
Aiyewumi et al (2004) state that the major sources of error are Li interference, L2 idiosyncrasies and inappropriate learning and application of rules. French (1985) concedes that rules badly learnt and wrongly applied induce errors, but he rejects the idea of Li being the root course of errors. Richards (2000) regards errors as the outcome of interference between two language systems by means of social, psychological and linguistic interaction.
CHAPTER TWO
The Meaning and Types of Prepositions
Crystal (2000), Metcalfe and Astle (2004) describe preposition as a word which expresses the relationship of one word with another, usually (but not always) of a noun, a pronoun or a participle. The placing of a preposition according to them depends to some extent on the type of writing or speech in which it is to be used. They argue further that it is possible in informal English usage to move the preposition to the end of the sentence. It was also pointed out that a preposition can be used alone, without a noun, pronoun or participle but in all such cases the supporting word is understood. They also opinion that “occasionally a preposition could be used as an adjective as in up train, down train, outside seat, past president etc.
Perrin (2002) also contributes that the principal function of a preposition is to signal the unity of the phrase it introduces e.g. in turn, after the first try, for a long time. He also emphasizes that some times prepositions are tend to be too bulky and may require carefulness for its effective usage. He argues further that preposition may be omitted in rapid speech without insulting the sensibility of the hearer. Such practice is frown at in serious writing. He also agrees that preposition could be placed either at the beginning or end of a sentence. Agoi (2003) states that prepositions are grouped and labelled as simple, participial and phrasal. A simple preposition is a single word serving as a preposition e.g. in, out, off, up, to etc. According to him, a compound preposition is a preposition made up of two or more words e.g. into, aboard, amidst, around etc. He also agrees a preposition can end a sentence contrary to the popular notion that a sentence should not end with a preposition. It was also stated that a prepositional phrase is a group of words which begins with a preposition and ends with a noun, pronoun or noun phrases. It can also serve as an adjective, adverb, complement of a verb or complement of an adjective. We also have prepositional adverbs that are single words and function in a dual capacity as prepositions and as adverbs.
Quirk and Greenbaum (2000) state that a preposition expresses a relation between two entities, one being represented by the prepositional complement of the various types of relational meaning, those of place and time are the most prominent and easy to identify. According to them, a prepositional phrase consists of a preposition followed by a prepositional complement, which is characteristically noun phrase or a wh-clause or v-ing clause. They also emphasized the stress pattern of preposition. According to them, monosyllabic simple prepositions are normally unstressed, polysyllabic prepositions whether simple or complex are normally stressed. In complex prepositions, the stress falls on the word (adverb, noun etc) preceding the final preposition. It was also added that prepositions normally unstressed are accented when they are prepositional adverbs. In a related development, prepositional phrases may function as adjunct, disadjunct, conjunct, post modifier in a noun phrase etc. It was also argued that informally, we also have omission of the temporal preposition in sentences such as I will see you Sunday, where the preposition on is omitted before a day of the week standing on its own. Another informal type of omission is in initial position preceding a plural noun phrase. He disclosed further that a preposition for is often omitted in phrases of duration e.g. we stayed there (for) three months.
Swan and Walter (2002) also agree that in passive structures, verb and preposition groups stay together e.g. she was operated on yesterday morning. They come after infinitives in structure like she is easy to work with and he is interesting to talk to. Rowe and Webb (2000) states that large class of preposition are formed by prefixing a preposition to a noun, or to an adjective used substantively. They pointed out further that in relative clauses, and with interrogative pronouns and adverbs, whether independent or conjunctive, the preposition is often placed last e.g. whom do you take me for; here is the boy whom I spoken of etc.
CHAPTER THREE
The Misuse of Preposition among English Learners
Interference factor constitutes a problem of usage to most learners of English Language especially in second language learning situation. According to Yankson (2000) some errors are more serious than the others. Both the native English Speaker and the Educated English Speaker and the Educated African Speaker of English can tolerate the second language learner’s prepositional errors. He pointed out that even native speakers sometimes have problems with certain prepositional structures. Lawal (2004) also stresses that the correct use of preposition often poses difficulties to the learners. According to him, there are not many rules guiding the use of prepositions. He added that the only potent weapon against the problems encountered in their usage is to learn them by rote, different expressions in which prepositions occur separately.
The study by Azeez (2005) reveals that misuse of preposition is one of the observable errors in the students’ use of English in the school. Out of the various uses of prepositions; the use of preposition after adjective is the most commonly misused preposition. This was followed by misuse of preposition after verb which was next in rank table correlation. The respondents were also found to frequently commit error or misuse preposition at the end of questions. The result of the study also shows that students were found to show and demonstrate good knowledge of preposition of place and avoid error of omission of definite articles in the use of preposition.
The overall students’ performance in the use of preposition was rated good and this indicates students good knowledge of prepositional rules. Based on the findings of his study, he hereby concluded that students have good knowledge and effective understanding of the use of preposition. The study were found to show better understanding of the use of preposition of place. The most misused preposition is the use of preposition after adjectives followed by the use of preposition after verbs.
REFERENCES
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