A Cognitive-Semantic Analysis of Prepositions on and in: A Case Study in Open Educational College / Center of Najaf

Abstract

It is believed that English is considered a big problem for non-native learners, especially for Iraqi EFL learners. Prepositions are the core of one of these interference marks. Thus, grammatical prepositions do not use the same rule for each language. Iraqi EFL students based on their native language for translation before producing English language patterns. English language in Iraq is considered a second language. Cognitive linguistics shows a better account while learning English prepositions than traditional methods while acquiring a second language since meaning is crucial in recognizing the correct preposition. This research paper attempts to draw attention to the importance of prepositions' various functions and develop the ability of the students to use prepositions and on correctly in different contexts. This paper is devoted to testing the validity of the following hypotheses: It is hypothesized that using prepositions correctly is difficult for foreign learners. It is assumed that most learners are familiar with the uses of the preposition in rather than the preposition on. This study is restricted to identifying the functions of prepositions in and on producing their uses separately.

Moreover, the practical part is restricted to examining the ability to use the correct preposition of a group of (20)  students in different stages in Open Collage of Education/ Center of Najaf. Finally, the test results showed that cognitive linguistics has an important role and significant effectiveness. Cognitive linguistics shows a better account while learning English prepositions than traditional methods while acquiring a second language since meaning is crucial in recognizing the correct preposition. It is a significant way to clarify the meaning.