Analyzing the Errors Made by Undergraduate Students in Using English Prepositions in Written Texts

Abstract

This study aims at analyzing the errors made by Sudanese undergraduate students in using English prepositions in written texts. Researcher has adopted the descriptive analytical method. Two instruments have been used as primary tools for collecting data relevant to the study, namely a written diagnostic test for first year students of English at Zalingei University- Faculty of Languages and Linguistics and a questionnaire for teachers of English at Sudanese Universities. The study sample of questionnaire comprises (50) teachers and the written diagnostic test composes (50) students. The researcher applied SPSS program to analyze and verify the hypotheses. The results have shown that overgeneralization negatively affects students' recognition of using English prepositions. Moreover, students’ errors in using prepositions are due to effect of L1 when transferring his/her knowledge of Arabic language. Students' errors in using prepositions are related to direct translation of prepositions into Arabic, the study has recommended that teachers should teach students intensive texts in context to overcome prepositions problems. On the other hand, students should be given activities on prepositions that focus heavily on written texts. Teachers of English should expose their students to the culture of the native speakers by using audiovisual aids when teaching English prepositions. Some suggestions have been also proposed for further relevant studies in using English prepositions.