An analytic study of errors made by Iraqi learners in using english prepositions

This study analysed the errors made by Iraqi EFL students in the use of English prepositions. Data was gathered through interviewing teachers, and a descriptive essay writing test by
students using purposive sampling techniques. The qualitative data was analysed using Nvivo software programme. The thematic analysis findings for Iraqi EFL students writing showed
post-systematic as the major type of prepositional errors emerged with two sub-themes: a) semantic errors, and b) textual/syntactic errors. The findings of the interviews for causes of prepositional errors in Iraqi EFL students’ writing showed seven themes: i) language transfer, ii) specific sociolinguistic situation, iii) wrong application of target language, iv) grammatical and stylistic elements, v) intralingual interference, vi) modality of exposure to the Target Language, and vii) implementation errors. In contrast, the study revealed five major sources of students’ prepositional errors: a) communication strategies, b) learning context, c) lack of positive reinforcement, d) interlingual transfer or error mother tongue, and e) intralingual transfer. This study established that mother tongue interference has a significant effect on the efficient use of appropriate English prepositions while writing essays in English. Therefore, the study concludes that the use of visual aids is among the most suitable methods to be adopted by Iraqi EFL teachers during teaching writing in English. This study established that mother tongue interference has a significant effect on the efficient use of appropriate English prepositions while writing essays in English. Therefore, the study concludes that the use of visual aids is among the most suitable methods to be adopted by Iraqi EFL teachers during teaching writing in English.