Transfer of English Spatial Prepositions among Pakistani ESL Learners: An Error Analysis

Abstract

This study investigates the use of spatial prepositions (in, on, at, under) among Pakistani learners by using Corder’s (1974) error analysis theory. Prepositions play an important role in establishing spatial connections, but second language learners face difficulties in using these prepositions. Data for this research were collected from fifty students through a translation task. The mixed method approach was used to analyze the data because it offers a deeper understanding of the phenomenon. In quantitative section, data were classified into different types of errors such as misinformation, omission, addition, and misordering errors. Their frequency was presented in tables and percentages of incorrect spatial prepositions were shown through bar graph. The qualitative section explained the reasons behind these errors. The findings highlight that misinformation error was the most frequent error type, and Negative transfer of L1 is considered the major reason, as the learner repeat Urdu word order into English. Further reasons include, overgeneralization, misconception of spatial relation and lack of collocational knowledge.