Investigating English Preposition

Nile Valley University

College of Graduate Studies

Investigating English Preposition A Case Study of Third Year Secondary School In Khartoum A thesis submitted in partial fulfillment of the Requirements for the degree of M.A. (ELT)

By: Halima Hassan Ahmed

Supervisor: Dr. Ibrahim Mohamed Al Faki

2009

To the soul of my father, to the soul of my husband, to the soul of my son, to my mother who gives unlimited support, to my children, to all teachers who taught us in English Department of the Nile Valley University.

Acknowledgements

I wish to thank all the staff members of English Language Department in Nile Valley University for their great efforts during the whole period of my study in the university.

My thanks and gratitude are due in particular to all teachers of English Language Department, and to everyone who offers assistance.

I also fell indebted to Dr. Ibrahim El Faki, the supervisor.

Abstract

This study aims at reviewing the English preposition, how they are used by the third year secondary school students. Throughout the chapters, the researcher maintains to find out a solution for the problematic areas in utilizing the appropriate usage of prepositions of time and place.

To achieve this goal, the researcher has used a test foe collecting data which are distributed to a forty students in third class of Al Furgan Secondary School. The samples reflect the importance of preposition usage with regard to English language learners in their studies and communication.

This study aims at investigating English prepositions in private school in Al Furgan Secondary School (boys and girls).

This study consists of five chapters, chapter one introduces the study, it state the background, statement of the problem, objectives of the study, significance of the study, the question of the study, hypotheses and delimitation of the study.

Chapter two represents the theoretical framework of the relevant literature as background and the relevant studies concerning the topic.

Chapter three deals with the method followed for collecting and analyzing data. Data were gathered by the instrument of testing. The subject of the study was forty students (boys and girls) who were selected randomly from Al Furgan Private Secondary School.

Chapter four is devoted to presenting, analyzing and discussing the data by comparing and contrasting responses.

III

Data were statistically analyzed according to percentages of the majority and minority of the responses with reference to sex. The percentages show 42% successful students, 57% failed students.

Chapter five includes the findings of the study with recommendations and suggestions. It appears that the main findings are:

1- Third year students of Al Furgan Secondary School misuse the correct usage of prepositions of time and place. 2- The study reveals that girls achieve better marks than boys. The study shows significant differences between girls and boys students in using prepositions of time and place.

The study reveals the importance and necessity of prepositions with regard to learners of English language as a second language.

Students are recommended to be aware of the appropriate usage of prepositions of time and place. Students are recommended to read advanced grammar books to enrich their knowledge of the appropriate usage of prepositions.

Teachers should work directly and closely with students to help them recognize the significance of using appropriate prepositions in their study and their everyday life.

خالصة الدراسة

رٓذف ْذِ انذراسخ إنى دراسخ كٍفٍخ اسزخذاو حزٔف انجز اإلَجهٍزٌخ يٍ قجم طالة انًزحهخ انثبٌَٕخ انذٌٍ ٌذرسٌٕ انهغخ اإلَجهٍزٌخ كهغخ ثبٍَخ.

رٓذف انذراسخ إنى رحذٌذ انصؼٕثبد ثى يحبٔنخ إٌجبد انحهٕل انًُبسجخ، حٍث جؼًذ انجٍبَبد يٍ خالل ايزحبٌ نؼذد أرثؼٍٍ يٍ انطالة ٔ ػشزٌٔ يٍ انطبنجبد فً انصف انثبنث انثبَٕي، ثى ػزضذ انُزٍجخ ثؼذ رحهٍهٓب فً جذأل ٔ رسٕيبد ثٍبٍَخ ٔ يٍ كم ْذِ اإلجزاءاد اسزخهصذ انُزبئج الثجبد فزضٍبد انذراسخ ٔ رحقٍق أْذافٓب.

رحزٕي ْذِ انذراسخ ػهى أرثؼخ فصٕل:

انفصم األٔل ٔ ْٕ يقذيخ نهذراسخ ٔ ٌحزٕي ػهى أًٍْخ ٔ أْذاف ٔ يشكهخ انجحث ٔ االفززاضبد ػالٔح ػهى األسئهخ انزً رحبٔل انذراسخ اإلجبثخ ػُٓب.

انفصم انثبًَ، ٔ ًٌثم اإلطبر انُظزي نهذراسخ ٔ ؼٌزض انذراسبد انسبثقخ انزً كزجذ حٕل يٕضٕع انجحث.

انفصم انثبنث، ٌزُبٔل انطزٌقخ انزً ارجؼذ فً جًغ ٔ رحهٍم انجٍبَبد، رى جًغ انؼًهٕيبد ثٕاسطخ إجزاء اخزجبر نطالة انسُخ انثبنثخ ًٌذرسخ انفزقبٌ انثبٌَٕخ انخبصخ.

انفصم انزاثغ خصص نؼزض ٔ رحهٍم انجٍبَبد ٔ يُبقشزٓب ػٍ طزٌق انًقبرَخ اسزُبداً إنى انُست انًئٌٕخ. أٔضحذ َزٍجخ االخزجبر أٌ َسجخ انطالة انُبجحٍٍ 24% ثًٍُب ثهغذ َسجخ انزاسجٍٍ %57.

انفصم انخبيس ٌزضًٍ خبرًخ انجحث ثبإلضبفخ انزٕجٍٓبد ٔ انًقززحبد. ٔ قذ أٔضحذ انذراسخ أٌ يؼظى طالة انًزحهخ انثبٌَٕخ ثًذرسخ انفزقبٌ انذٔنٍخ ٌفزقذٌٔ االسزؼًبل انصحٍح نحزٔف انجز االَجهٍزٌخ نهزيبٌ ٔ انًكبٌ.

نخصذ انذراسخ أْى انزٕصٍبد فً اَرً:

1- ٌجت ػهى انطالة أٌ ٌكَٕٕا يهًٍٍ ثكٍفٍخ اسزخذاو حزٔف انجز نهزيبٌ ٔ انًكبٌ فً يكبَٓب انصحٍح. 4- ٌُصح انطالة ثقزاءح كزت انُحٕ االَجهٍزٌخ انحذٌثخ نزؼزٌز يؼزفزٓى ثبالسزؼًبل انًُبست نحزٔف انجز. 3- ٌجت ػهى انؼًهًٍٍ رٕضٍح يؼبًَ ٔ كٍفٍخ اسزؼًبل حزٔف انجز. 2- ٌجت أٌ ٌُزجّ انطالة اَزجبْب ربيبً نهًٕاضغ انزً ركزت فٍٓب حزٔف انجز.

Table of Contents

Page Dedication I Acknowledgement II Abstract III V خالصخ انذراسخ Chapter One: Introduction 2 1.1 Background 2 1.2 The Statement of the Problem 2 1.3 Objectives of the Study 3 1.4 Questions of the Study 3 1.5 Hypotheses of the Study 4 1.6 Significance of the Study 4 1.7 Methodology of the Study 5 1.8 Delimitation of the Study 5 Chapter Two: Literature Review 7 2.1 Introduction 7 2.2 General Definition of Preposition 7 2.3 Prepositions of Time 10 2.4 English Prepositions Rule 21 2.5 Types of English Prepositions 21 2.6 Nouns and Prepositions 26 2.7 Position of Prepositions 27 2.8 Illustration of the Usage of Prepositions 28 2.9 Boundary Between Simple and Complex Prepositions 40

VII

2.10 Post-posed Prepositions 40 2.11 Prepositions in Relation to Verbs, Adjectives, Conjunctions and 41 Adverbs Chapter Three: Methodology 48 3.1 Introduction 48 3.2 Subject 48 3.3 Material Topic 48 3.4 Instrument 49 3.5 Test Reliability 49 3.6 Validity 49 3.7 Procedure 50 3.8 Identif0ication and Classification of the Errors 50 3.9 Summary 50 Chapter Four: Data Analysis 52 4.1 Introduction 52 4.2 An Overview of the Testing Hypothesis 52 Chapter Five: Conclusions and Recommendations 62 5.1 Introduction 62 5.2 Summary of the Main Findings 63 5.3 Suggestions for further Studies 63 References 65 Appendices 67

VIII

List of Tables and Figures

Page Table 1 20 Table 2 52 Chart 1 54 Chart 2 55 Chart 3 56

Chapter One

Introduction

1.1 Background

Learning English becomes very important in the recent year, but it represents a great deal of problems to the second language learner. A non native speaker‟s problem which rises as a result of varied difficulties when these learners attempt to modify the qualities of the first language into English language. Particularly the use of prepositions inadequately is a problem which results in rage and misuse of the prepositions. The best example for these problems is that when the first year students construct the correct form of preposition, these misuses seems clear.

Prepositions are very important in English sentence construction. So an ill form leads to misunderstanding the intended meaning by the speaker. Their importance is in their occurrence in the sentence, actually they take different combination, different types and different position with other word classes. This will be shown and tackled in details in chapter two of this study according to their occurrence and functions, basically on the rules of English grammar.

1.2 Statement of the Problem

No doubt that many researchers have written on this issue, but as they study grammar from elementary schools till university, the usage of prepositions represents a big problem to many students of English language, who study English as a second language, and it becomes one of the common errors in speaking and

1 writing courses. So the researcher will focus on this controversial issue, and go to concentrate his efforts on prepositions of time and place which have a vital importance in their daily life. Moreover, it represents a nightmare for English foreign learners because the omission or addition of prepositions of time and place will change and influence the sentence, and may change the meaning and consequently make confusion.

The researcher observes that recently Sudanese students face problems in using prepositions in their right places. Therefore the researcher investigates these problems.

1.3 Objective of the Study

1. To show the learners of English language the correct usage of prepositions of time and place, so as to avoid reading, speaking and writing errors, in their daily life. 2. To find solution to the problems that face Sudanese learners in uses of English prepositions. 3. To develop their performance in writing English preposition text as far as preposition are concerned.

1.4 Questions of the Study

1. Do third year students face difficulties in using English prepositions? 2. What are the problems faced by learners in using English prepositions? 3. What types of errors do students make? 4. How can English teachers solve these problems?

1.5 Hypothesis of the Study

- Teaching preposition helps students to understand. - Generating sentences that contain a wrong usage of prepositions of time and place, what is the influence on the meaning of the statements? - If they use prepositions of time and place randomly and in different environments do they violate rule of grammar? - Effective teaching and learning can help to prevent preposition errors occurrence.

1.6 Significance of the Study

No doubt the study has concentrated mainly in the misuse of prepositions that face Sudanese students in learning English. This study focuses on the importance usage of prepositions that contributes to the significant role of language learning to students.

The importance of this study emerges in the appropriate use of preposition of time and place. Moreover, the misuse of them leads to confusion to readers and listeners of English language as it redresses this problem among students.

1.7 Methodology of the Study

In this research paper, the researcher will use a test in chapter three as a method of collecting data, the researcher chose his subject, forty students in the third year in Al Furgan secondary School, then the researcher divided them into two categories; boys and girls, and finally the researcher distributed a test which contains thirty questions to collecting data of the research.

1.8 Delimitation of the Study:

This study is restricted to investigate the prepositions with regard to Sudanese students generally, and specially to the third year.

Chapter Two

Literature Review

2.1 Introduction

In this chapter the researcher will focus on grammarians and scholars who wrote in the field of prepositions. They mentioned their definitions as general, and then consequently concentrated on prepositions of time and place. They make an explanation of problematic area and support it with various examples. Moreover, areas of particular difficulties, and problems of usage of prepositions of time and place, will be given special attention. Because of their importance in language components as writing, listening and speaking skills, which we use in daily life for different purposes.

2.2 General Definitions of Prepositions

To facilitate the task of the research the researcher will firstly define prepositions in the most general term and focuses on the research issue “prepositions of time and place”.

Firstly according to Jackson H., 1997, prepositions are used to realize nearly all of the types of circumstances. However, prepositions cannot occur on their own, they are accompanied by another item, most often a noun. The term “Preposition”, however, reflects the relationship in reverse, i.e. preposition “put in front of” proposed to the noun. It is the preposition, though, which is primarily related to the circumstantial meaning and may therefore be seen as the central item in a “prepositional phrase”.

In the garden (locative position)

After dinner (temporal position)

Despite the weather (contingency concession)

With a paint brush (process instrument)

Having said this, there are many prepositions which may express more than one type of circumstances and in these cases it follows the noun or the general context which provides interpretation, i.e. on, through, for.

On the roof (locative)

Through the forest (locative)

Through the night (temporal)

For three weeks (temporal)

For washing up dishes (purpose)

On Saturday (temporal)

Secondly According to Grammarians

A.G Thomson and A.V. Martinate 1085:

“Prepositions are words normally placed before nouns or pronouns, but there is possible alternative positions. Prepositions can also be followed by verbs but the verb must be in the gerund form. i.e.

He is talking of emerging.

They are succeeded in escaping.”

Also it is possible in informal English to move prepositions to the end of the sentence.

In questions beginning with a preposition + whom, which, what, whose and where

To whom were you talking? (formal)

Who were you talking to? (informal)

It is thought ungrammatical to end a sentence with a preposition, but it is now accepted as a colloquial form.

Similarly in relative clauses, a preposition placed before whom. Which can be moved to the end of the clause, the relative pronoun is then omitted:

The people with whom I was travelling. (formal)

The people I was travelling with. (informal)

The students has two main problems with prepositions :

1. Whether in any construction a preposition is required or not. 2. Which preposition to be used when one is required. The first problem can be especially troublesome to the student who learn English as a second language, he may find that a certain construction in his own language requires a preposition, whereas similar one in English does not, and vise versa. In most European languages purpose is expressed by a preposition + infinitive While in English it is expressed by the infinitive only;

I come here to study. 3. Another problem is the interference of the mother tongue. 4. Unawareness of English learners about absence, existence and optional usage of prepositions according to their different position in sentences.

According to Quirk, 1983, et al:

“in the most general term preposition expresses a relation between two entities are being represented by prepositional complement of the various types of relational meaning, those of place and time are the most prominent and easy to identify. Other relationship such as instrument and cause may be also recognized, although it is difficult to describe prepositional meanings systematically in term of such labels”

2.3 Prepositions of Time

(At, on, in, before, by, since, from, until, for, to, during)

1. Definitions and Usage

According to Jackson H, 1997:

“we will find that a number of prepositions which we have identified as being associated with locative circumstances are also used for expressing temporal circumstances; there are certain parallels between spatial and temporal orientation”

Prepositions expressing temporal position include: (at, on, before, after), i.e.

On Monday” and “in the morning.

He went to the British museum on Monday.

We will ring up the airport in the morning and get our reservations.

Prepositions expressing temporal duration include:

Orientation: from, since, until, up to.

General: during, for, throughout, between.

For example:

Until the evening.

During this period.

It would probably last until the evening.

During this period he came in contact with no one.

2.3.2 Usage of Prepositions of Time:

According to the grammarians (Shepherd, J. Rossner, R. and Taylor, J. 1986), they have presented an obvious examples called grammar summary; prepositions of time as following:

1- Simple time: Simple time prepositions fall into two categories, on and in appear in both exact time and general time. At a time of the day; 6:45, noon, sunset, midday, 12 O‟clock. On a day: Monday, July 24th, Christmas day, Easter day.

In a week or longer, the week, the month, the year, July, the spring, 1984, the eighties, the sixteenth century.

2- Relative time: The following prepositions are dealt within exercises. (since, from, before, by, until (till), to, after) 1- Before, after, by time referred to:

Note: by implies a deadline, the event occurs any time before or up to the deadline. Examples:

You must get this done by Friday.

(Friday is the last possible day, the deadline)

He finished the work by three O‟clock.

(This time is earlier than expected)

They had to be up six O‟clock.

(This was the latest possible time, the deadline)

2- From, to, until From To (until) Until (till) 6 O‟clock 8 O‟clock Now 8 O‟clock Monday Friday or time Friday 1972 1980 Referred 1980 etc etc to etc

3- Since: This preposition always has present time as it is end point and refers back to a point in the past. Since ------now 6 O‟clock Monday 1972 etc. Since is different from for, for is always used to a certain period of time, e.g.: For two minutes, three days, six years, etc. in the past or future, or including the present – see below.

3- Duration and completion: In the case of in, during and for the choice of the appropriate preposition depends on two things: 1. Does the action take the period of time, or only part of it? Example: I stayed there for a week (during/in) the summer. (the whole week; part of the summer) 2. Does the action completed within the period or not? Example: He cleaned the house for an hour. (He may or may not have completed it) He cleaned the house in an hour. (He completed it)

The previous grammarians give us an expository image for usage of prepositions of time and place supply the learners of English language with comprehensive examples and different structure and forms about prepositions of time and place in general sense. But to be precise the researcher will concentrate on prepositions of time (at, on and in) for their importance in learning English language, besides it is the subject matter of this research. So the researcher will go to limit the topic of the research as follows:

1. Definitions and Usage

According to grammarians (Quirk, R. and Sidney, G. 1995),:

“Thus at, on, in as a prepositions of “time when” are to some extent parallel to the same items as positive prepositions of position, although in the time sphere there are only two “dimension-type” vis “point of time” and “period of time””

Usage:

“At” is used) for point of time (chiefly clock time), e.g. at ten O‟clock, at 6:30 pm, at noon, etc.); although idiomatically. For holiday season (at the weekend, at Christmas, at Eastern), not the day itself, and for the phrases, e.g. at night, at this/that time, etc.

“On” is used with phrases referring to days (on Monday, on the following day, on May (the first). Otherwise in and (less commonly) during are used to indicate period of time: in the evening, during holiday week, in August, in the month that followed, in summer, in 1969, in the nineteenth century, etc.

2. Note

On Monday morning, on Saturday afternoon, on the following evening, etc. illustrate an exceptional use of “on” with a complement referring to a part of a day, rather than a whole day.

This use also extends to other cases where the time segment is a part of a day which is actually mentioned; on the morning of 1st June; etc. but with phrases like early morning, last afternoon, it is normal to use in, in the last afternoon of 15th September.

3. Absence of prepositions of time (at, on, in)

Preposition of time when are always absent from adjuncts having the deictic words last, next, this, and that; the quantifying some and every; and nouns which have “last”, “next” as an elements of their meaning: yesterday, today, tomorrow. For example:

I saw him last night.

I‟ll mention it next time I see him.

Plums are more plentiful this year.

Every summer she returns to her childhood home.

The preposition is usually optional with deictic phrases referring times at more than one remove from the present, such as an element of their meaning (in) the January before last, (on) the day before yesterday. So too with phrases which identify a time before or after a given time in the past or future: (in) the previous

14 spring, (at) the following weekend, (on) the next day. On the whole, the sentence without a preposition tends to be more informal and more usual.

4. Note

Informally, we omit the temporal in sentences such as: I‟ll see you Sunday, where the preposition “on” is omitted before a day of the week standing on it‟s own. Another informal type of omission is in initial position preceding a plural noun phrase:

Sundays we go into the country.

To conclude the previous grammarians illustration about prepositions of time, at, on and in they mentioned a crucial fact about their usage as following:

Prepositions of time at, on and in have three situations:

Existence: when it occurs elsewhere except the following environments.

Absence: from adjuncts having the deictic words last, next, that and this besides some and every.

Optional: usually optional with deictic phrases referring to times at more than one remove from the present (in informal situations).

At, in and on (time):

According to another grammarians (Swan M. and Walter 2001) they provide the learners of English language with an examples as follows:

They use it with clock times.

I‟ll see you at 4:15, the plane leaves six.

Call me at lunch time.

But we say: what time? Not usually at what time.

We use “on” with days, dates and expressions like:

Monday morning, and Friday afternoon

I‟ll be at home on Tuesday.

The meeting‟s on June 23rd.

We get up late on Sundays.

I‟m always sleepy on Monday mornings.

I had to work on Christmas day.

Time: at, on, in:

According to (Digby B. and Colin O. 2007)

“We use at, in and on in these ways”

At + time of the day At 2 O‟clock, at 6:30, at midnight In + a part of the day In the morning, in the afternoon in the evening At + a time of the day At night In + a part of the day In the morning, in the afternoon, in the evening On + a day On Monday, on Wednesday, on Christmas day On + a day + a part of a day On Monday morning, on Wednesday evening On + a date On 4th July, on 1st January At + weekend At the weekend, at weekends At + public holiday periods At Christmas, at Easter In + longer periods e.g. months, seasons, years etc

According to (Thomson A. and Martinate A.V. 1998) in their book essential grammar inn use they note examples about usage of preposition of time: at, on and in as following:

At at 8 O‟clock I started work at 8 O‟clock.

10:30 The shop close at 10:30

Midnight etc.

On on Sunday(s), Monday(s) Good by see you on Friday.

25 April, June, etc. I don‟t work on Sundays.

New year‟s day, etc. the concert is on 22 November.

In in April/ June, etc.

1987. 1970, etc.

Summer, spring.

We don‟t use at, on, in before:

This …………… (this morning/this week, etc.)

Last …………… (last August/last week, etc)

Next ………….. (next month/ next week, etc)

Every ………… (everyday/ every week, etc.)

According to Quirk and Greenbaum (1979:14) they define a preposition as: “a preposition expresses a relationship between two entities, one being represented by the prepositional complement”. Many grammarians e.g. Thomson and Martinent assent that prepositions are words that normally precede nouns or pronouns. Alexander, L.G. (1988:144) states that “we normally use prepositions to express a relationship between one person, a thing, event, etc. and another” Swan (2000:440) thinks that a preposition often connects two things:

1. A noun, adjective or verb that comes before it. 2. A “prepositional object”, a noun phrase or pronoun that comes after the preposition; e.g.: a. This is a present for you. b. I‟m really angry with Joe.

c. They live in a small village.

Thus it can be said that a preposition is a word which shows relationships among other words in the sentence. The relationships include direction, place, time, manner and cause. The sentences below illustrates these relationships.

1- She went to the store. (direction) 2- He came by bus. (manner) 3- They will be here at three o‟clock. (time) 4- It is under the table. (place)

A preposition always goes with a noun or pronoun which is called the object of the preposition. The preposition is almost always before the noun or pronoun and that is why it is called a preposition. The preposition and the object of the preposition together are called prepositional phrase. In table 2-1, four examples of phrases are shown.

Table 1: Prepositions, objects of prepositions and prepositional phrases

Preposition Object of the Prepositional phrase preposition To The store To the store By Bus By bus At Three o‟clock At three o‟clock Under The table Under the table

2.5 English Preposition Rule

There is only one very simple rule about prepositions, and unlike most rules this rule has no exception. The rule is that a preposition is followed by a noun, it is never followed by a verb. These nouns include common nouns, proper nouns, noun groups and gerund;

1- Common nouns: dog, money. 2- Proper nouns: Bangkok, Mary. 3- Abstract nouns: love, goodness, happiness. 4- Pronouns: you, him, us. 5- Noun groups: my first job. 6- Gerund: swimming, smoking.

2.6 Types of English Prepositions

English prepositions can be classified as follows:

1- Simple prepositions

Quirk et al (1985:665) state that:

“most of English common prepositions are simple, they consist of one word”. The lists below include the most common simple prepositions. They are divided into monosyllabic and polysyllabic in view of the different stress pattern. Monosyllabic prepositions are normally unstressed; polysyllabic prepositions are normally stressed.

20 a. Monosyllabic prepositions At Near Than But Of Through By Off Till Down On To For Out Up From Round Via In Since With b. Polysyllabic preposition a‟bout be‟low „opposite a‟bove be‟neath out‟side a‟cross be‟side „over a‟fter be‟sides „pace a‟gainst be‟tween „pending a‟long be‟yond theough‟out a‟mid(st) de‟spite to‟wards a‟mong(st) „during „under a‟nti ex‟cept under‟neath a‟round in‟side Un‟like a‟top „into un‟till be‟fore not with‟ standing up‟to be‟hind on‟to with‟in with‟out

2- Marginal prepositions

Quirk et al (1985:667) mention that there are some other words which behave in many ways like prepositions, although they also have affinities with other word classes such as verbs or adjectives. These include bar, „baring‟, ex‟cepting, ex‟clusing; save (informal), concerning (formal), considering regarding, respecting failing, following, pending (formal) given, granted, in‟cluding. Examples:

1- We had a pleasant time except for the weather. 2- She had said nothing regarding your respect. 3- He gave Mary all bar (except) three of the sketches.

Prepositions defined by Elesrey (1989:277-303) in his comprehensive grammar; prepositions are words used with nouns or noun equivalent to show relationship in which nouns stand for some other words in the sentence.

“Prepositions describe a relation between other words in a sentence; in itself a word like “in” or “after” is rather meaningless and had to be defined in mere words, for instance when you try to define a preposition like “in” or “on” you in variably use your hands to show how something is situated in relationship to something else”. Prepositions as defined by Norman in Oxford Practice Grammar (2006:210) “To show time and space and relationship between ideas (logical) relationship combined and associated with word as prepositional phrase – adverb – gerund in fact takes a modifying role representing an adjective or an adverb locating something in time and space”.

Thus the sentence „The horse is in the stable‟ the preposition expresses the relationship between horse and the stable, the preposition and the noun together

22 make (a case phrase within the rest of the sentence, the case can be shown as with some pronouns) the case is always objective, i.e.;

a. He spoke to me. b. That come from him.

Prepositions may be a single word, i.e.;

At, after, down, with, they may be two words or more, **

3- Types of Prepositions

A- The single principal prepositions of place: The prepositions that used to express place are about, above, across, along, beside, by, before, behind, below, beneath, between, beyond, down, front, from, inside, into, near, off, on, over, past, round, through, to, towards, under, underneath, up. B- Group preposition of place:

There are those which combine two words or more such as in front of, of the bottom of, at the side of, at the top of, at the beginning of, at the end of, away from, for front, in the middle of, out of.

Many of the group prepositions are used to express time relations, i.e. I shall see them at seven o‟clock. C- The single principal prepositions of time: They are about, after, at, by, before, during, for, in, on, since, till, through, throughout.

D- Group prepositions of time: They are at the beginning, at the end of, at the time of, in the midst of, up to, but in general speaking the prepositions at, by, on indicate a point of time, e.g. - She meets him at four o‟clock, or - She meets him by ten o‟clock, or - On Sunday, or - On the fifth of May.

The prepositions after, before, by, in, since, until, till, indicate a period of time, e.g.

- They marry after Easter. - People eat before Ramadan - They leave in the morning (evening) - The press meeting started since five o‟clock and continued until ten. E- Phrasal verbs, verbs and prepositions A combination of some verbs with some prepositions, they may add to the meaning enforcement or affect the meaning. They are as follows: Apologize for, ask about, ask for, belong to, bring up, care for, find out, give up, look for, want to, make up, pay for, prepare for, talk about, think about, trust in, work for, worry about, put out, put off, take off, turn on. The different uses of phrasal verbs, consider the following examples: - She puts on a new address. - She puts on the light. - Turn on the gas. - Turn on the right side. - This has taken a lot of time. - The army has taken up the place (occupy).

The above three sentences are not showing the relationship between the nouns that relate closely to the verbs, most of these expressions could be replaced by a single verb of similar meaning, examples:

Put out, means extinguish, take up means occupy, take off means doff.

There are many of these phrasal verbs (verb +preposition or adverb) and a number of verbs may have a dozen or more different meanings to the adverbial particles which accompanies them so they are:

Put down, put up, put away, put together, make after, made up, … etc. some the meanings are literal and the meaning of the phrase may be different from the individual words that compose it. Example:

- Put the book up there. - The ice was broken up by the blender

But very frequently the meaning is fugitive and can only be learned by treating the combination as on until, e.g.

- She can put me for the right. (accommodate)

In some cases the adverbial particle has become completely used with the verb and become inseparable part , such as:

Outnumbers, overlook, uphold, overflow

Prepositions are sometimes added to other words that they have practically become one word, this occurs in three categories: nouns, adjectives and verbs, that verbs are done but the ** will be on nouns and adjectives.

2.7 Nouns and Prepositions

They are approval of, fondness for, need for, awareness of, belief in, confusion about, desire for, grasp of, hatred of, hope for, interest in, love of, participation in, reason for, respect for, success in.

Adjectives and prepositions: afraid of, fond of, proud of, angry with, aware of, capable of, careless about, familiar with, interest in, jealous of, made of, married to, sorry for, sure of, tired of, worried about.

2.8 Positions of Prepositions

Prepositions usually go before the noun or noun equivalent in a sentence which it governs, e.g.

- The man spoke to her. - The football team is playing in the stadium. - The judge prevented me from commenting.

What we note the particle (the joined preposition) on before the object.

1- Interrogative case: - What did you talk about? - Whom are you talking to? - What are you laughing at? - Which class are they in?

There are still a belief among English people that a sentence must end with a prepositions, they think it is more correct to say:

At what are you looking: than what are you looking at?

2- Cases of an end position:

There are two cases that the preposition must have end position:

1- Adjective clauses, beginning with “that” or 2- Clause begins with “what”. e.g.:

- This is the end of life that he is used to. - It is a dream that I have dreamed of. - This is what I was looking for. - That is not what he is used to.

3- Passive construction: preposition may care to and position in passive, e.g.

Everything he said was laughed at this is a subject that mustn‟t be spoken about.

2.9 Illustration of the Usage of Prepositions:

The following sentences illustrate all the principal meanings of the most commonly used prepositions and adverbial particles. Examples:

27 a. About: I want you to tell me about your work. She is thinking about you all the time. It moves about when you bush it. Jane is about 50 $ differs between two b. Above: We flew above the clouds. You can see our house above the hill. Sara‟s work is well “about” the average. The above example. The house cost above2000 dollars. c. After: See you after dinner. She runs after a boy but couldn‟t catch. Life is just on trouble after a mother. The party is the day after tomorrow. d. Across: The tree has fallen down a cross the found. She come across an old friend (unexpected by) e. Among: You can see the couch among the players. Shakespeare was among the world‟s greatest dramatists. Children always quarrel among the houses. Difference between “among” and “between” is not always observed but the distinction is that, between generally is used for more than two. e.g. The sweets were divided between the two boys.

28 f. At: At is usually used for small towns, places and also used for time. e.g. I shall be at house tonight (place) She gets up at six thirty in the morning (time) She is very good at tennis The students are good at maths. Visitors should knock at the door. Policemen shouted at the thief. The boys threw stones at the old man. The teacher surprised at the progress he had made. At any rate we know the profits. The car went of full speed. The old man died at the age of 90. g. Before: She knows him along time before that. William stood before five. They came two days before their family. The teacher congratulate the boys before the whole class. h. Behind: means latter than: The river behind the forest. I put my hands behind my back. She stood just behind the wall. His ideas are all behind the time (out of date) i. Below: lower than – unworthy of The temperature is below zero point. The manager signed his name below the cheque. The cost of the whole work is below 50 $.

Write your names in the spaces below. j. Beneath: underneath – below The grass is growing beneath a tree. The patient put the pillows beneath his head. Beneath is often used figurative, e.g. The woman is far beneath the man in intelligence. She married beneath her situation (lose her social position) k. Beside (near, close) She sits beside her husband. The bus station is beside the railway. l. Besides: in addition or as well: There are many other beside me who refuse that suggestion. m. By: Throughout the adverb = near Let‟s have a walk by the sea. You go and sit by the lady. This little girl is afraid to cross the road take her by hand and see her cross. Did they come by train (bus, car, sea, plane) The music was composed by Mozart rise is sold by weight two pound announce. Sugar is sold by pound. Jam paid by the hour. The piece of cloth is four meters by two meters. By is generally used for agent to show the manner e.g. The lock was open by a thief. Expresses the limit of time Which something is to be done.

30 n. During: Means throughout the duration or continuance of, e.g. He was a great commander during the year of 1992-1999. The sun gives light during the day (means in the course of), at some point within, e.g. I heard the thunder several times during the night. He was in army during the war. Simply “during” answers the question “when”. E.g. When were you there? During the war. o. Except: We have lesson every day except Sunday. This essay is good except for careless mistakes. She is a good nurse except that she is occasionally careless. p. But (except); The student could answer all the questions but one. There is nothing in cupboard but a few biscuits. I haven‟t told this secret to anyone but my wife. q. Down: Let us walk down the hill. The child fell down the stairs. I like to walk down the street. The sun goes down the west. Get down off the wall. Prayers knell down in the church. The plane dropped down forty feet. She insulted him so he looked her down.

31 r. For: Is used when the duration of time is measured, and in negative sentence looking forwards the future. For a period of time. e.g. It is time for our lesson. The train for Halfa leaves from Atbara. Send for a doctor. That medicine is good for caught. The bigger sent to the prison for stealing. She does that for your sake. A ship travels for miles and miles the vast sea. s. From: The train starts from north to south. Where do you come from? Amin works from morning to night. Are you going far from here? I need the book from beginning to end. t. In – into: In denotes position, place. Into denotes motion. Kassla is in the eastern Sudan. She began her job in January. They are the happiest family in the village. We seem to have something in common. Why that man in such a hurry? A bird in hand is worth than two million on the push. A crazy man is in bad temper today. Into: He has got into difficulties.

She always getting into trouble. Tourist threw stone into the pool. u. Of: Soldiers boot are made of leather. Get me a piece of paper. That is a real work of art. It was a story of romance. Liza is fond of music. The house of the lords. The tower of London is a historical scene. v. Off: Water is streaming off the roof. The lady took off her hat. The gas goes off the cooker. I had a headache put it passed off. I wish you pay off your debt. He turned off the tap over there. Workers set off the work an hour ago. The bullet gone off unexpectedly. Advised switched the engine. w. On: It is used for a point of time, in a portion of the day, for the day and position. E.g.: The book is on the table. She sat on a chair. There are some pictures on the wall.

The meeting is on Sunday (days). The meeting is on the 5th of June. On the right/left side of the road. (direction) The students were on holiday. (portion of time) I am on a business. The house is on five. On the contrary, I think she was wise. How are you getting on (progressing) The lesson gets on. (continues) Switch the light on, On is used for dates and for particular days or specified parts of the days, e.g. on July first, on Christmas. x. Over: The car jumped over the hedge. The bird flow over the garden. English is spoken all over the world. Will you look over. Over is used with considerable numbers of verbs as an inseparable particle, e.g. overturn, overflow, overpower, overload, overtake, etc.

Bound:

a. Around: The earth moves around the sun. Visitor walks around the garden. b. Through: Means from one side to another into and then out of. Through suggest one more dimension.

The tennis ball went through the window. River Nile flows through Sudan and Egypt. Go through these questions carefully. (check) The student go through his examination. (passed) She got that job through her uncle. (by the help of) The soldier were manage to breeze through. \ c. To: I prefer orange to lemon. Then you can compare this t that. People talk to each other. She must set to work right now. Pastors live close to churches. It is ten minutes to five. d. Towards: Expressed direction but not arrival at the place such as: The plane crossed the city towards the airport. She has never shown emotions towards her friend. That is the first step towards getting the matter. (cleared up) e. Under: An old man sat under a tree. They did it under pressure and order. The prices go under two pounds. f. Until/till: There is a very little differences in the use of until/till: Sara will not see him until Friday. The guard waited until meeting is over.

g. Up: The boy ran up the ladder. Hurry up or you will miss the train. The seasonal stream dries up in summer. The whole house was lit up that evening. It is time to get up. It is up to you. (collegial – slang) it is your duty. Time is up. (= we have no more time now) 1- Complex prepositions:

Quirk et al (1979:145) label prepositions consisting of more than one word as complex prepositions. Most of these fall in one of the following categories:

a. Adverb or preposition + preposition, e.g. along with, as for, away from, out of, up to, etc. b. Verb/adjective/conjunction + preposition, e.g. owing to, due to, because of, etc. c. Preposition + noun + preposition: by means of, in comparison with, in front of, etc. in this category which is by far most numerous category, the noun in some complex prepositions is preceded by a definite or indefinite article. E.g. in the light of, as a result of.

Complex prepositions may be subdivided in two-and-three word sequences. In two word sequences, the first word (which is usually relatively stressed) is adverb, adjective or conjunction; and the second a simple preposition usually for, from, of , to or with. E.g.

a. Except for Margret, everybody was in favour of the idea. b. I sat next to an old lady in the train.

36 c. We had to leave early because of the bad weather. a. The list below includes some of the two-word sequences.

a´s for a´part from ´but for a´way from exćept for a´side from ás from a´long with a´head of ás of ´back of bećause of exćlusive of de´void of in´stead of in´side of óff of irre´spective of out´ side of óut of úp-wards of Re‟gardless of ´void of Off of Accórding to ás to ćlose to ćontrary to ´due to Near(er) to ńext to ón to (onto) ówing to pre´liminary to pre´paratory to ´previous to ´prior to pur´suant to ´subsequent to ´thanks to úp to to´gether with

37 b. Three-word sequences: preposition +noun +preposition: Examples of this category are listed below:

I. In + noun + of In aid of In back of In case of In consequence of In charge of In favour of In (the) face of In (the) light of In front of In need of In lieu of In (the) process of In place of In respect of In quest of In spite of In search of In view of

II. In + noun + with In accordance with In common with In comparison with In compliance with In conformity with In contact with In line with

III. By + noun + of By dint of By means of By virtue of By away of

IV. On + noun + off On account of On behalf of On (the) ground of On matter of On point of On (the) part of On (the) strength of On top of

2.10 Boundary Between Simple and Complex Prepositions:

The boundary between simple and complex prepositions is also an uncertain one. Orthographic separation is the easiest test to apply, but anomalies such as writing “into” as one word but “out of” as two, and “instead of” as two words but “in lieu of” as three, merely emphasized the arbitrariness of the distinction between one and more cases is that a preposition when simple is identical in form to its corresponding prepositional adverb.

a. She stood by the door. b. She walked by.

A complex preposition, on the other hand, loses its final element when transferred to the function of adverb, example:

a. They took the boxes up the stairs. b. They took the boxes up.

2.11 Post-posed Prepositions

According to Quirk et al (1979-145), in some circumstances a preposition is not followed by its complement because the complement has to take first position in the clause, or because it is absent.

a. (Wh) question: Which house did you live at? At which house is he staying? b. Relative clause: the old house which I was telling you about was empty. About which was telling you. (formal) c. (wh) clause: What I‟m convinced of is that the world‟s population will grow to an unseen extent. d. Exclamation: What a mess he‟s got into! e. Passive: She was looked after by the doctor. f. Infinitive clauses: He‟s impossible to work with.

English offers alternative of an initial preposition for relative clauses and for direct or indirect questions.

a. It was a situation from which no escape is possible. (relative clause) b. At which house did you leave the car? (direct question) In some cases, such as the examples below, post-posted prepositions have no pre-posed alternative. c. What did she look like. d. What I‟m convinced of is that the world‟s population will grow to an unseen extent. e. All she could talk about is her dog.

2.12 Prepositions in Relation to Verbs, Adjectives Conjunctions and Adverbs

1- Prepositions in relation to verbs

According to Huddleston (1988:346) :

“Prepositions are clearly distinguished from tensed, verb-un-like the latter, they do not have tense infliction, cannot be modified by auxiliaries, cannot function as ultimate head of a clause, and so on. With „ing‟ and „en‟ forms, however the boundaries are not so sharp, and a few prepositions are lexically converted from sub verb forms e.g. considering excluding, regarding, given, etc.”

In the following instances the usage of “considering” illustrates the distinction between preposition and verb.

i. Considering all these disadvantages, his performance was quite creditable. (preposition) ii. The committee was considering some new proposals. (verb) 2- Prepositions in relation to adjectives

With respect to prepositions and adjective clauses, it is obvious that there are clear differences between adjectives and prepositions. Adjectives unlike prepositions can be used attributively, take analytic or inflectional comparatives and modifiers like “very”, and do not take noun phrase complements.

i. He was very angry. (adjective phrase)

The adjunct position in clause structure is more characteristic of prepositional phrases than adjective phrases. For example:

Furious at his own incompetence, he abandoned the project.

Items such as “near”, “like”, and “unlike” are at the boundaries between the two classes. They have both prepositional and adjectival properties and they are assigned to both parts of speech “near” is a preposition in examples like:

He buried it near the fence.

It has a noun phrase complement, heads a phrase functioning as adjunct and is in paradigmatic contrast with such prepositions as “at”, “by”, “under”. Its adjectival properties are illustrated in: his near relatives, his nearest relatives, where it is gradable, and is used attributively. But there are some uses where „near‟ exhibits both kinds of property at once as in: The one which we had buried nearest the fence (or nearest to the fence), for it can take a phrase complement instead of noun phrase). Its classification thus remains indeterminate.

3- Prepositions in relation to conjunctions

Quirk et al (1985:659) confirm that “both prepositions and conjunctions have a relating or connecting function”

a. Compare: i. When she arrives (when = conjunction) ii. The day of her arrival (of = preposition)

In certain cases, the same item can function as both preposition and conjunction, such as “before‟

i. Before she arrived (before = conjunction) ii. The day before her arrival (before = preposition)

One distinguishing criterion between the two word classes is that prepositions introduce complement which are nominal or nominalized, where as, the corresponding conjunctions (subordinators) introduce subordinate clause.

The situation however, is complicated in the case of nonfinite clauses, since “ – ing” clauses are permitted after a preposition in English. Example:

b. Particles: i. Considering the conditions in the office, she through it wise not to apply for the job. “when she considered the conditions” ii. Given the chance, I‟d do it again. “if I were given the chance” c. Conjunction: i. Considering that is rather young, his parents advised him to apply. ii. Given that this work was produced under particularly difficult circumstances, the result is better than could be expected.

Other “ – ing” and “ – en” forms that can be used as conjunctions are “seeing” (that) and “provided” that.

Huddleston (1988:339-340) expresses the view that:

“There are some prepositions that take clause complement of certain kinds. In „he was worrying about who should be confine in‟ or „he raised the question of why it had been concealed‟, the prepositions „about‟ and „of‟ take interrogative clauses as complements”.

Both prepositions and adverb clauses, according to whether or not they have a complement, e.g.

i. He looked/ up the chimney. ii. He looked up/ the word. iii. He came/ across the road. iv. He came across.

In examples (i) and (iii) above, there is a noun phrase complement, so „up‟ and „across‟ are prepositions. In (ii) and (iv) „up‟ and „across‟ are adverbs. As a preposition is a word relating a noun to a verb, adjective or another noun. „up‟ and „across‟ cannot then be prepositions in „he looked up the word‟ and „he came across‟ since they are not serving to relate nouns to „look‟ or „came‟. In (ii) „up‟ is adverb particle in a phrasal verb which is „look up‟, with, for example, prepositional mobility: „He looked the word up‟. In (iv) „across‟ with the complement omitted is called a prepositional adverb.

4- Phrasal verbs and prepositional adverbs

A prepositional adverb is a particle which is formally identical to or related to preposition and which often behaves like a preposition with elliptical complement. Examples:

i. Past the door (past is a preposition). ii. A car drove past (past is a prepositional adverb), „past something or someone identified in the context.

Thus a prepositional adverb shares the forms, but not the syntactic status of a preposition.

Swan (2001:582) points that:

“Some verbs and prepositions/ particles are regularly used together, e.g. „looked at‟, „listen to‟, stand up‟, „switch off‟. These combinations are rather like two – word verbs, they are called phrasal verbs in grammar”

Graver (1986:239) assents that:

“The terms phrasal verb and prepositional verbs are employed to denote verbs used with an adverbial or prepositional particle to form a group whose meaning is, in many cases, independent of the separate elements that constitute it”

Some words can be used as prepositions, when followed by object or as conjunctions, when followed by a clause. These words include „after‟, „as‟, „before‟, „since‟, „till‟, „until‟, examples:

i. I haven‟t seen him since this morning. (preposition) ii. I haven‟t seen him since he left this morning. (conjunction)

5- Prepositions in relation to adverbs

Words like „above‟, „across‟, „behind‟, „below‟, „between‟, „down‟, „in‟, „off‟, „on‟, „through‟, „under‟, „up‟, are analyzed as belonging to both preposition and adverb classes, according to whether or not they have a complement, e.g.

i. He looked/

Chapter Three

Methodology of the Study

3.1 Introduction

This chapter is about the methodology which the researcher has used in his research. It includes subjects which are chosen randomly, the material topic which is dealing in the misuse of preposition of time (at, on and in), and place (before, up, over, below, out, between) and their appropriate usage. The method of collecting data is containing thirty questions, test validity and reliability according to the ability of students, procedure which reveals the distribution of the test, identification and classification of the errors, and finally summary of the chapter.

3.2 Subject

The researcher chooses randomly the students of English language in the third year of secondary school learners of English as a second language, because they are the appropriate field, to examine their preposition usage.

The subjects are forty students of the same level and background. They are males and females students.

3.3 Material Topic

The researcher has introduced the test to the students, which is written about the misuse of prepositions of time (at, on and in) and place (under, before, up, over, below, out, between) with controversial usage in situations of omission,

46 existence and optional usage, thus the research investigates the measure of students‟ abilities for choosing correct prepositions of time and place in their suitable environment.

3.4 Instrument

The test consists of thirty questions which are different in their structure and environment, but they are clear and sufficient to meet students abilities especially those who have a knowledge about English language as a second language.

3.5. Test reliability

If the test is reliable, it will measure whatever it is designed to measure. The way that measure reliability is to give test the same participants. A test is written slightly from the examples that are used in most of the subject in the third year of secondary schools. Its questions are current and meet the students abilities.

3.6 Validity

The validity of the test concerns what the test measures and how will it does. If the test is valid or not depends in part on the specific purpose for which is used. Thus validity is not a matter of is this test valid or not, but is the test valid for this particular situation, purpose and subject? Therefore, with regard to the subject

47 and the test for the study, thirty questions were carefully chooses. The subjects were assigned to answer all the questions

3.7 Procedure

The researcher has revised the test and printed it in three pages, then he distributed it to thirty students of the third class of secondary school, twenty pages for girls and ten for boys, the researcher put them in a separate places to answer the questions of the test.

After answering the test, the researcher collected the data from tests to make the evaluation.

3.8 Identification and Classification of the Errors

The researcher collected the errors which are made by the students that he has chosen, in the material subject of the research (prepositions of time and place).

3.9 Summary

The researcher has chosen the students of the third class in Al Furgan School who study English language as a second language, and focused his material topic to prepositions of time and place. Finally he printed a test which contains thirty questions distributed to thirty students, with concern to their abilities, after that the researcher collected it to be analyzed in the next chapter.

Chapter Four

Data Analysis

4.1 Introduction

In this chapter, the researcher aims at analyzing his data in order to make sure that the hypotheses which he has taken in consideration in chapter one are true. Moreover, the researcher tries to come up with practical answers to his research questions.

After students have answered the test questions, the researcher analyzes the test and realizes that many students face difficulties in using prepositions of time and place. Thus the researcher interprets the final result. He uses tables and charts to give a precise fact about the research result with regard to a test which is distributed to students in the third year class. The researcher will firstly give the overall percentages of success and failure then he will concentrate on the categories of subjects in isolation.

4.2 An Overview of the Testing Hypotheses:

Table 2

Number of students Percentage Successful students 17 42.5% Failed students 23 57.5% Total 40 100%

As it can be seen from table (4.1), firstly the overall numbers of students who submitted to the research test were forty, seventeen students of them have succeeded versus twenty three students failed in the test.

Secondly the percentage of students success are 42.5% which is less than the percentage of failure students 57.5%, these percentages harmonize with the researcher‟s hypothesis which he mentioned in the first chapter.

Finally, the researcher will go to show this fact by a prominent way, in the coming charts, to support his claim of students‟ misuse of prepositions of time (at, on and in), and place (before, at, on, out, by, below, along, between, up, over, beside, behind, in, towards).

120%

100%

80%

60% Girls Boys

40%

20%

0% before at during on out by below in along in

Chart 1 (Question 1)

120%

100%

80%

60% Girls Boys

40%

20%

0% before at during on out by below in along in

Chart 2 (Question 2)

120%

100%

80%

60% Girls Boys

40%

20%

0% before at during on out by below in along in

Chart 3 (Question 3)

As it is seen from Chart 4.1, it represents the questions percentages with regard to boys vs. girls studnets who submit to the research test.

The vertical axis represents the percentages, in the other hand, the horizontal axis represnts questions which were answered by the two student‟s categories (boys and girls).

Prepositions of time:

At the first glance it is shown that girls students achieve marks more than boys. Moreover the hieghest success percentage is in question (2), which is 100% was achieved by both boys and girls students. In contrast the lowest fialure percentage is in question one which is 25%.

After the resarcher analyze any question individually its shown that in question (1) (in) girls achieved 95% but boys achieved 85%.

With regard to question (2) (at) girls achieve 100% in contrast to boys who achieved the same percentage.

With regard to question (3) (in), girls have achieved 95% however boys have 50%.

In question (4) (at), girls attained 40% in comparison to boys who attain 25%.

With regard to question (5) (on), girls have achieved 95% but boys have achieved 70%.

In question (6) (in), girls have achieved 90% in contrast to boys who have achieved 55%.

With regard to question (7) (in) girls have achieved 40% however boys have achieved 45%.

With regard to question (8) (at), girls have achieved 10%, boys have achieved 10% as well.

With regard to question (9 (in), girls have achieved 50% but boys have achieved 40%.

Finally in question (10) (on) girls have achieved 70% in contrast to boys who have achieved 60%.

To conclude, the chart shows the misuse of prepositions of time (at, on and in).

Prepositions of Place:

In the second question which contains the prepositions of place, in question (1) (through), girls have achieved 35% but boys have achieved 25%.

In question (2) (up), girls have achieved 55% while boys have achieved 60%.

With regard to question (3) (over), girls have achieved 55% however boys have achieved 25%.

In question (4) (at), girls have achieved 45% and boys have achieved 35%.

With regard to question (5) (behind), girls have achieved 45% but boys 35%.

In question (6) (Beside), girls have achieved 45% in contrast to boys who have achieved 35%.

In question (7) (towards), girls have achieved 24% however boys have achieved 20%.

In question (8) (between) both girls and boys have achieved 80%.

In question (9) (on), girls have achieved 45% but boys have achieved 35%.

In question (10) (from), girls have achieved 100% and boys as well.

In the third part of the test which is consist of 10 questions:

In question (1) (before) girls have achieved 90% whereas boys have achieved 95%.

In question (2) (at), girls have achieved 35% boys have achieved 25%.

In question (3) (during), girls have achieved 35% in contrast to boys who have achieved 10%.

In question (4) (on), girls 45% and boys have achieved 15%.

With regard to question (5) (out), girls have achieved 55% in comparison to boys who have achieved 45%.

In question (6) (by), girls have achieved 10% in contrast to boys who have achieved 25%.

With regard to question (7) (below), girls have achieved 20% but boys have achieved 35%.

In question (8) (in), girls have achieved 20% and boys have achieved 60%.

With regard to question (9) (along) girls have achieved 30% but boys have achieved 15%.

Finally in question (10) (in) both girls and boys have achieved 100%.

The researcher‟s analysis of the data reaffirms the research hypotheses (misuse of prepositions of time “at, in and on” and place “through, below, up,

56 behind, between, towards, beside, at, in, on, from and over”), appears in the results which illustrated in the table and the charts.

The results reveal that prepositions usage is a difficult part of the English language for learners, because the majority of the subject commits all types of preposition errors.

Chapter Five

Conclusions and Findings

5.1 Introduction

The present study evaluates the usage of temporal prepositions of time and place are based on two main hypotheses, the first hypothesis assumed that if sentences that contain the wrong usage of prepositions of time and place are generated, what is the influence on the meaning of the sentence. The second assumption is that the students of third class who study English as a second language, enough misuse the appropriate usage of prepositions of time and place. On the basis of these two hypotheses, the researcher formed thirty questions to survey and examine students of third class who study English language as a second language in the field of prepositions of time and place.

The purpose of the study is to identify the problems posted by English preposition. Besides, the study aims at finding suitable solution for the problems that are faced students.

To achieve this goal, the researcher forms thirty questions test for the third class in Al Furgan Secondary School who study English language as a second language. The test consist a comprehensive examples in the field of prepositions of time and place. For reliability, questions test were chosen precisely, the researcher put on consideration the various usages of prepositions of time and place in three types, filling in blanks – underline correct preposition – and choosing.

All instruments were implemented and data collected was analyzed by using tables and charts and below is the summary of the main findings.

5.2 Summary of the Main Findings

After analyzing the data collected through the test, the study has come to a number of findings; the most important findings are that:

1. Third year students of Al Furgan Secondary School who are submit the testers have misused prepositions of time and place. The majority of them have failed in the test. (see table 4.1) 2. The study reveals that girls students achieve better marks than boys students. (see chart 4.1) 3. The study reveals that significant differences between girls and boys students. (see chart 4.1) 4. The study reveals that carelessness of students in using prepositions of time and place is due to their environment. 5. The study reveals the importance and necessity of prepositions with regard to learners of English language as a second language.

5.3 Suggestions for Further Studies

In the light of the results of this study within its limits, the researcher would like to recommend the following:

1. Students are to be aware of the appropriate usage of prepositions of time and place.

2. Students are recommended to pay attention to situations in which prepositions are absent or required. 3. Students are recommended to read advanced grammar books to enrich their knowledge of the appropriate usage of prepositions of time and place. 4. Teacher should work directly and closely with students to help them recognize the significance of using appropriate prepositions in their study and their daily life. 5. Students who study English language as a foreign language should expose themselves to native speakers directly or through media to acknowledge the appropriate usage of prepositions and consequently other language components. 6. Teachers should familiarize the learners with prepositions through practice and memorization, this may be helpful for the learners who often find difficulty in using English prepositions. 7. Students should have adequate explanation of both meaning and use preposition, besides intensive practice.

References

Alexander L.G., (1988). English Grammar, Longman Group.

Graver, B.D., (1986). Advanced English Practice, third edition, Oxford University Press.

Huddleston, R., (1988). Introduction to the Grammar of English. Cambridge University Press.

Jackson, H., (1997). Grammar and Meaning. London, Longman.

Quirk, R., and Sidney, G. (1983). A University Grammar of English. London, Longman House.

Quirk, R., Greenbaum, S. (1979). A University Grammar of English.

Quirk, R., Greenbaum, S., Leech, G. and Suarlivik, J., (1985). A Comprehensive Grammar of English Language. Longman Group, USA.

Shepherd, J., Rossner, R., and Taylor, J., (1986), Ways to Grammar, London: Oxford University press.

Swan, M., and Walter, C., (2001). The Good Grammar Book. Oxford University Press.

Thomson, A.J., and Martinet, A.V., (1998). A practical English Grammar. London: Oxford University Press.

Appendix 2

Experts who were consulted for

the development of the test

1- Dr.Mohammed Abu Bakr Al Gadhi – Al Zaiem Al Azhari University 2- Dr. Naser yousif – El Neelain University 3- Dr. Adul Mahmoud Idris Ibrahim - Al Zaiem Al Azhari University بسم هللا الرحمن الرحيم Al Furgan Private Secondary School Prepositions Test

Q1- Fill the blanks with the correct preposition: (at-in-on) 1- My friend will visit me ______January. 2- Ali always gets up ______5 O’clock. 3- How many pupils are there ______the classroom? 4- He will be waiting for us ______the supermarket. 5- Sara goes to school ______foot everyday. 6- He was born ______1903. 7- The bird is still ______the cage. 8- The teacher is _____ the desk. 9- Which class are you ______? 10- Don’t walk ______the grass.

Q2- Underline the correct preposition. 1- The cat jumped (in-under-through) the window. 2- She climbed (in-at-up) the hall. 3- The bird flew (against-up-over) the tree. 4- The train arrived (at-in-on) the station. 5- He put his hands (before-behind-beside) his back. 6- The little girl is sitting (beside-against-in) the flowers. 7- The soldiers are marching (behind-towards-on) the town. 8- The ball is (in-on-between) the box and the chair. 9- My birthday will be (in-on-at) the 5th of June. 10- Where do you come (of-from-at)? Q3: Choose which of the prepositions commonly used from the expression with the words. Preposition Answer Expression 1- Before ______The seventh of May

2- Over ______Good _____ English

3- At ______The tree

4- During ______The sea level

5- On ______Summer

6- In ______The day time

7- Below ______January comes ______February

8- By ______The sky

9- Along ______The road

10- Out ______Put __ fire

Al Furgan Private Secondary School

Third level (boys& Girls)

Preposition Test

Time Allowed: 1 hour

Q (1): Fill in the blanks with the correct words:

(at, on, in)

1- My friends will visit me ------January. 2- Ali always gets up ------five O’clock. 3- How many pupils are there ------the classroom? 4- He will be waiting us ------the supermarket. 5- Sara goes to school ------every day. 6- He was born ------1903. 7- Look at our bird, it’s ------the cage. 8- The teacher is ------the desk. 9- Which class are you ------? 10- Don’t walk ------the grass please.

Q (2): Put a circle round the correct preposition:

1- Please meet me ------noon. (at, in, on) 2- Many people live ------the river side. (at, in, on) 3- My birthday will be ------the seventh of May. (in, on, at) 4- A driver drives people to work ------the morning. (in, on, at) 5- She is good ------Arabic. (at, on, in) 6- We learn ------school near the mosque. (on, in, at) 7- We don’t go to school ------Friday. (in, on, at) 8- There is a picture ------the wall. (in, on, at) 9- The plane arrived ------eleven O’clock. (at, in, on) 10- We send message ------a radio. (in, on, at)

Q (3): Mach the preposition with the words or phrases:

A B

On 1------Monday 2------Midnight 3------Home In 4------The supermarket 5------The 5th of April 6------Spring At 7------1903 8------My life 9------Foot 10------Good ---- English