Overview

Original Research

AN ANALYSIS OF THE TEACHERS’ DIFFICULTIES IN TEACHING PREPOSITIONS

P.ANNAPURANI 1, and Dr. R.UDHAYAKUMAR 2.

Vol 17, No 10 ( 2022 )   |  DOI: 10.5281/zenodo.7287571   |   Author Affiliation: Research Scholar of English Department, Vel Tech Rangarajan Dr. Sagunthala R&D Institute of Science and Technology, Avadi, Chennai (TN) 1; Associate Professor of English, Research Supervisor, Vel Tech Rangarajan Dr. Sagunthala R&D Institute of Science and Technology, Avadi, Chennai (TN) 2.   |   Licensing: CC 4.0   |   Pg no: 2027-2033   |   To cite: P.ANNAPURANI, and Dr. R.UDHAYAKUMAR. (2022). AN ANALYSIS OF THE TEACHERS' DIFFICULTIES IN TEACHING PREPOSITIONS. 17(10), 2027–2033. https://doi.org/10.5281/zenodo.7287571   |   Published on: 31-10-2022

Abstract

This study discusses the issues that teachers experience while teaching English prepositions to ELLs (English language Learners). This paper also emphasizes on enhancements of skills required for English teachers by providing better preposition explanations. Participants in this study were 30 teachers who taught English to college undergraduate students in the Avadi area. Questionnaires were created to collect data from instructors to determine whether or not prepositions were taught in schools. According to these research findings, the majority of these teachers taught based on relevant text books and were unable to explain prepositions owing to a variety of challenges: co-existence of many possible prepositional meanings based on the contexts of usage; absence of written guides on using prepositions and native language interferences.

Keywords

Prepositions, English Language Learners, Native Language Interference, Language Acquisitions