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The Case of Master Two Students at the Department of Letters and English

dc.contributorChenikhar Khaireddine
dc.contributorAbderrahhim Farida
dc.creatorSaghiri Houssem Eddine
dc.date.accessioned2016-11-15T11:07:54Z
dc.date.issued2017-01-01
dc.identifierhttp://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=1819
dc.identifier1819
dc.identifier20160427u u u0frey50 ba
dc.identifier.urihttp://hdl.handle.net/123456789/28788
dc.description150.f
dc.descriptionResearchers in the field of second language acquisition have undertaken a number of studies on the difficulties encountered when learning a foreign language and that hinder students’ progress in the process of foreign language mastery. One area that has received a significant attention is grammar, for it poses a great challenge for students learning English as a foreign language. Prepositions, more specifically, have long proved to be one of the major problems these students regularly face. The present study aims at probing the reasons behind students’ misuse of these grammatical features, in particular the case of “in, on, at, and to”. Furthermore, it aims to investigate the degree to which students tend to transfer from their first language, and the extent to which most learners’ prepositional errors could be related to their mother tongue interference. For the purpose of examining the hypothesized possibility that the students’ prepositional errors could be related to the students’ mother tongue, we gathered data relying on the analysis of exam copies of 50 L.M.D English Master Two students from the Department of Letters and English, in Constantine 1 University. The aim of this analysis is to look for the reasons behind students’ misunderstanding of the preposition rules and what type of errors they commit. The analysis results revealed that inappropriate use of prepositions is prominent among Algerian learners of English even at advanced stages of their learning. Students’ misuse of prepositions is due to a multiplicity of reasons. Some are the result of the overgeneralization of rules, others are due to learners’ misunderstandings of rules, while another portion of errors appear to be the result of transfer from students’ mother tongue. On the basis of this investigation it is suggested that students should learn prepositions in their authentic context and think in English as a separate language that differs from their mother tongue.
dc.format30cm.
dc.languageeng
dc.publisherUNIVERSITE DES FRERES MENTOURI
dc.subjectLettres et Langues Etrangères
dc.titleMother tongue interference in the use of english prepositions “in”, “on”, “at” and “to”
dc.titleThe Case of Master Two Students at the Department of Letters and English


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