This study aimed to investigate the learning strategy of English preposition proficiency of Sudanese EFL Learners. The participants of the study were 50 intermediate year students chosen randomly from the School of Management Studies, Khartoum University. The participants enrolled in a pre- intermediate general English language course for two semesters. Written and oral samples were taken at the end of the first and second semesters, respectively. Errors were grouped into three types: omission, addition and substitution. Errors were analyzed in terms of performance mistakes, negative transfer, and overgeneralization. The main findings of the study indicated significant differences in the strategy of learning English prepositions between the first and second semesters. The study showed that the students were progressing well in their learning of English prepositions. It also, revealed that female students achieved better learning strategies in learning English prepositions compared to male students in both written and oral productions in the two semesters.
Citation: Albooni G. (2023) Error Analysis and English Prepositions Learning Strategy of Sudanese EFL Leaners, European Journal of English Language and Literature Studies, Vol.11, No.1, pp.27-35
Keywords: English prepositions, Error Analysis, Learning Strategy
This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License