چكيده لاتين
The application of prepositions in the authentic context of a language is among the most complex challenges in the process of second language acquisition. These prepositions, despite their simplicity, convey profound and varied meanings within sentences and play a crucial role in the structure and semantics of language. For many learners, particularly those whose native language has different grammatical features, the correct use of prepositions in a second language can become a significant obstacle. Numerous factors contribute to the difficulty of using prepositions, such as the absence of direct equivalents in the mother tongue, intricate and specific rules governing prepositions, semantic differences, and a lack of practical practice and application in everyday conversations, which can result in a lack of proficiency in this essential linguistic element. Therefore, this research aims to prevent the occurrence of errors by examining educational resources and analyzing learnersʹ mistakes in this regard while providing an effective educational model. To achieve the primary objective of this study, three key questions were raised concerning the basis for classifying language learnersʹ errors, the relationship between errors and the methods employed in teaching materials, and the criteria for a suitable model to improve these errors. Subsequently, through a library study, grammar books and teaching materials for the Persian language were analyzed from the perspective of how prepositions are taught. The examination of these books revealed numerous contradictions and errors in grammar texts and highlighted the shortcomings of the "grammar-translation" method. In the next phase, a random sample of data was selected from the essays written by learners at the Persian Language Teaching Center of the Al-Mustafa International University, Sistersʹ Branch in Isfahan, and after descriptive and inferential statistical analysis using Excel software, it was found that the prepositions "be" (to), "az" (from), and "dar" (in) exhibited the highest error rates. In terms of types of errors, incorrect preposition use, omission of prepositions, redundant preposition use, and incorrect structural application, respectively, showed the highest frequency of errors. To prevent and address these issues, the use of principles from the communicative task-based teaching method, alongside metacognitive learning strategies, was considered essential due to its emphasis on communicative competence, enhancement of metacognitive abilities, and promotion of learnersʹ responsibility for their learning process.
The findings of this research are summarized into four main axes: First, the application of the communicative method is effective due to its focus on interaction in the target language and the practical aspect of language. Second, the task-based approach, stemming from the communicative method, is recommended due to its emphasis on real use of the language. Furthermore, the metacognitive learning approach for adults is associated with a more efficient learning process because of its awareness and accountability. Lastly, the development of a comprehensive curriculum for Persian grammar that considers specific details can help prevent the occurrence of such errors.
