Tracing Prepositional Pathways: Temporal and Spatial Mastery Among EFL Learners

Abstract

English prepositions present persistent challenges for second language (L2) learners due to their idiomatic nature and semantic overlap. This study examined whether first language (L1) background, proficiency level and type (time and place) interact with the use of English prepositions by Saudi Arabic (SA) learners. It also aimed to examine variations in accuracy both within and between preposition types. Data were gathered from thirty female SA university students who were classified at the beginner or elementary level. The data instrument was a fill-in-the-blank task involving the selection of seven-time prepositions (since, by, on, from, at, in, before) and seven place prepositions (at, next to, near, on, in, under, between) in addition to Ø. The results showed that: a) accuracy was higher when a preposition had a close semantic and syntactic equivalent in SA; b) overall accuracy increased with proficiency; c) prepositions such as in and before (time), and under and between (place) were the most accurately used items, while since, by and at (time), and next to and near (place) were the most challenging; and d) time prepositions were used more accurately than place prepositions.