Analysing Preposition Errors Made by Jordanian University Students ()
ABSTRACT
Introduction Jordanian universities teach English as a foreign
language, and most instructors notice prepositional problems in writing. Most
foreign-language English learners make errors. This study examines Jordanian
university English learners’ prepositional errors. Methodology: This research
adopts a quantitative approach. In a qualitative approach, data are obtained
from students through random and self-administered interviews. A test
consisting of 25 fill-in-the-blank questions
distributed to students. The quantitative approach uses questionnaires and language ability
tests as tools that are distributed to first- and second-year university
students as respondents from three universities in Jordan by 384
respondents. Result: Correlation between Jordanian universities and their
obtained marks In the use of prepositions in English. The relationship between
the year of study and grades obtained is low (r = 0.048). Educational level
(EL) positively adjusts the association between prepositions, English language
learning, and poor prepositional writing skills. Educational level (EL) also
positively mitigates the effect of prepositions and their transference.
Conclusion: Error analysis may help EFL learners among university students in
Jordan improve the use of prepositions in their writing and enhance their learning
abilities in the classroom.
Share and Cite:
Al-Bawaleez, M. and Abdullah, A. (2023) Analysing Preposition Errors Made by Jordanian University Students.
Open Journal of Social Sciences,
11, 96-111. doi:
10.4236/jss.2023.1110007.
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