Some Common Problems Involving Prepositions in Writing English in a Multilingual Context  

Oleh:

Bram, Barli

Jenis: Article from Proceeding
Dalam koleksi: Teflin International conference 2005
Topik: PREPOSITIONS; MULTILINGUAL; ENGLISH LANGUAGE-WRITING; COMMON PROBLEMS; common problem; preposition; writing English; multilingual context; interference
Fulltext: Barli Bram-Some Common Problems Involving.pdf (35.97KB)

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English prepositions continue to pose big problems and challenges. This paper attempted to (re-)examine and (re-)classify a number of common problems involving the use of prepositions in students’ compositions in the context of multilingual education. It was expected that the results or findings of the (re-)examination and (re-)classification would assist both learners and teachers to tackle their preposition problems more successfully when writing English. The impact or role of the multilingual context was also discussed. As for the (supporting) data, the writings of some 50 students were collected and observed. The 50 students represented two writing classes at Sanata Dharma University for the July-December 2005 semester. The first group, Writing A of the English Extension Course (EEC), consisted of 20 learners or participants, and the second, Writing V of the English Education Programme (PBI), consisted of 30 students. The results of the observation and examination reconfirmed that there were in principle three types of problems regarding the use of prepositions. First was the use of an incorrect preposition as in the adjective phrase *similar with, instead of similar to. Second was the omission of a required preposition as in the verb phrase *reply your message, instead of reply to your message. Third was the use of an unnecessary preposition as in the verb phrase *discuss about our plans, instead of discuss our plans. These three categories of preposition problems were concluded to stem from the interference of Indonesian, Malay or other languages/dialects spoken by students. In other words, it seemed that multilingualism played a role in leading learners to produce such ungrammatical, yet understandable, sentences in their writing.

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