A Cognitive Linguistic Approach to Teaching English Prepositions Xin Song First supervisor: Prof. Dr. Wolfgang Schnotz Second supervisor: J. Prof. Dr. Constanze Juchem-Grundmann Date for submission: 13.06.2013 Author Note Xin Song, Department of Psychology, University of Koblenz-Landau Correspondence concerning this article should be addressed to Xin Song, Department of Psychology, University of Koblenz-Landau, Landau, Germany 76829. E-Mail:
[email protected] Acknowledgements Acknowledgements The most important thing I have learnt in doing my PhD program is that an individual can achieve nothing without others’ cooperation and assistance. That is why we need to have family, friends and society. Numerous people have helped me in doing this research project. I would like to convey my gratitude and appreciation to them, and to pass their kindness unto those who are in need of my help, which is the best way I know to show my thanks. First and foremost, my sincere thanks go to my supervisor, Prof. Dr. Wolfgang Schnotz at the University of Koblenz-Landau, Campus Landau. He first sparked my interest in the field and encouraged me to carry on my research on teaching English prepositions with psycho-linguistic theoretical background. He has not only stimulated my thinking about some critical issues of the thesis, recommend the most useful reference books, reviewed the thesis draft with great care and patience, ferreted out weaknesses, provided constructive suggestions for improvement, but also spent a lot of time on giving me helpful suggestions on my experiments and statistic analysis as well as accompanying me on visiting secondary schools.