Rationale of the study
English prepositions present significant challenges for second language learners, particularly those studying English as a Foreign Language These learners often prioritize mastering notional categories such as nouns, verbs, adjectives, and adverbs, while viewing functional categories like prepositions as less important due to their limited number and perceived insignificance in conveying overall sentence meaning Additionally, traditional perspectives suggest that the meanings of prepositions and prepositional phrases are largely arbitrary and disconnected, with dictionaries and grammars listing extensive, unrelated definitions for each preposition and its various contextual uses.
Prepositions and prepositional phrases serve to connect nouns or noun phrases to other parts of a sentence, playing a crucial syntactic role While both English and Vietnamese feature these elements, their characteristics and usages differ significantly Vietnamese native speakers often face challenges in mastering prepositions and prepositional phrases when learning English, leading to common difficulties in their application.
In teaching English, significant emphasis is placed on understanding 'by' prepositional phrases due to their unique syntactic, semantic, and stylistic characteristics To assist learners in overcoming challenges associated with these phrases, it is essential to identify effective strategies for mastering their use in English.
For all mentioned above reasons, the topic relating to ‘by’ prepositional phrasesand their Vietnamese equivalents has been chosen for my graduation thesis.
Aims and objectives of the study
Aims of the study
This research investigates the syntactic and semantic features of 'by' prepositional phrases and their Vietnamese equivalents It aims to enhance Vietnamese learners' awareness of these phrases, enabling them to use them accurately and effectively in real-world English communication.
Objectives of the study
The two main objectives of this study are:
1 Describing the syntactic and semantic features of ‘by’ prepositional phrases and their Vietnamese equivalents
2 Proposing some implications for mastering ‘by’ prepositional phrases in an effective way.
Research questions
The study is carried out to find out the answers to the following questions:
(1) What are the syntactic and semantic features of ‘by’ prepositional phrases?
(2) What are their Vietnamese equivalents like?
(3) What are the implications for mastering ‘by’ prepositional phrases?
Scope of the study
This study analyzes the syntactic and semantic features of 'by' prepositional phrases and their Vietnamese equivalents, as part of a Master's thesis framework It aims to provide insights that will assist Vietnamese native-speaker learners at the University of Economic & Technical Industries in overcoming challenges in acquiring English as a foreign language.
Methods of the study
In order to deal with the research subject effectively, a flexible combination of methods is employed This thesis is basically carried out with the descriptive, comparative and statistic method
The descriptive method is employed to provide an in-depth analysis of 'by' prepositional phrases and their Vietnamese counterparts Examples will be drawn from grammar and reference books authored by prominent contemporary linguists in English, as well as from translated works in Vietnam, including a variety of genres like short stories.
Second, the comparative analysis method is used to analyze the ‘by’ prepositional phrases and their Vietnamese equivalents, hence suggesting some implications for mastering these particular phrases
Last but not least, other supporting method such as statistic technique is also used for the data collection and analysis process.
Design of the study
Literature review
For centuries, prepositions have captivated language researchers due to their crucial role in conveying relationships within text Since prepositions cannot stand alone, they are typically analyzed alongside their complements, forming essential prepositional phrases.
Traditional linguists, including Otto Jespersen, view the meanings of prepositions as largely arbitrary and unrelated In his work 'Essentials of English Grammar,' Jespersen classifies prepositions as a subclass of particles, defining them as elements that indicate various types of relationships within sentences, such as "at," "in," "through," and "for."
Concerning the usage of prepositions, Hayden, et al [5:171] mentions in his grammar textbook “Mastering American English” that:
‘a preposition shown a relationship between its object and other words in a sentence…Some of the relationships that prepositions express are place or position, direction, time, manner and agent.’
Quirk and Greenbaum [12] highlight the challenges in systematically describing the relational meanings established by prepositions within sentences in "A Concise Grammar of English." They suggest that some prepositional uses are more easily understood when viewed in relation to a clause, as illustrated by examples such as "The man with the red bread" and "The man who has the red bread," as well as "My knowledge of Hindi" compared to "I know Hindi."
Charles Fillmore offers a unique perspective on prepositions that sets him apart from other grammarians and linguists In his work "Toward a Modern Theory of Case," Fillmore emphasizes the significant role of English prepositions, viewing them as crucial elements that define the various cases of noun phrases.
Celco – Murcia and Larsen – Freeman [2:1978] highlight the significance of teaching prepositions by identifying the nine most commonly used prepositions: at, by, for, from, in, of, on, to, and with They recommend focusing on these key prepositions to enhance language instruction.
‘beginning student should master at an early stage the primary meanings of the nine prepositions in “An English Grammar for Teachers of English as a Second Language”
English prepositions have been the subject of numerous perspectives, but the diversity and controversy surrounding these views make it challenging to fully endorse any single interpretation.
Prepositions and prepositional phrases have been deeply studied by Vietnamese linguists, such as Nguyen Kim Than [25], Diep Quang Ban [13], Bui Duc Tinh [20], Nguyen Tai Can [16] and Dinh Van Duc
Dinh Van Duc [18] notes that prepositions, similar to conjunctions, serve to illustrate the relationships between words within open word classes Unlike conjunctions, prepositions do not convey grammatical meaning.
Bui Duc Tinh [20] mentions that preposition and preposition phrase are words used to show the meaning correlativeness of two words or two phrases
Previous studies indicate that the investigation of prepositional phrases, particularly those using 'by,' and their Vietnamese equivalents in formal documents has not been thoroughly explored in either English or Vietnamese This gap in research has led to the selection of 'by' prepositional phrases and their Vietnamese counterparts as the focus of my graduation thesis.
Theoretical background
The term "preposition" originates from Latin, where such words typically precede their complements In English, prepositions are commonly used in both spoken and written forms According to Agoi, a preposition is defined as a word or group of words that connects a noun or its equivalent to another word, illustrating their relationship Lawal further explains that prepositions express various relationships between words or phrases in a sentence, including aspects of time, position, direction, and emotional or mental attitudes.
Every weekday Seumas gets up at 6.00 (8:25)
There are not any flight attendants to serve them their drink (8:41)
He plays football on Friday mornings (8:127)
The bank is next to the supermarket (8:128)
There is a post box in front of the chemist’s (8: 128)
This dress is made of silk (9:35)
Because of his laziness, he lost his job (10:24)
As Hey, kids! Don’t run out in the streets! (9:32)
Prepositions in English can consist of one word (e.g., to, on, at, for, of, in), two words (e.g., next to), or three words (e.g., in front of), but they cannot stand alone They are always combined with other elements, such as nouns (e.g., at noon) or verbs (e.g., to serve) According to Downing and Locke (1992), prepositions play a crucial role in forming a nominal group, referred to as ‘the Prepositional Group,’ which helps convey meaning within a sentence Therefore, studying English prepositions should emphasize the role of the prepositional group rather than isolating them from their context.
Prepositions are among the most commonly used words in the English language and are recognized as a distinct word class in various grammar references The Advanced Learner’s Dictionary defines a preposition as a word or group of words that precede a noun or pronoun to indicate place, position, time, or method Similarly, Richard Nordquist describes a preposition as a part of speech that illustrates the relationship between a noun or pronoun and other words within a sentence.
In terms of components, prepositions are divided into two main groups: simple prepositions and compound prepositions
Simple prepositions are words like ‘in’, ‘on’, ‘at’, ‘about’, ‘over’,
‘under’, ‘off’, ‘of’, ‘for’, ‘to’, ‘by’ etc Here are some examples of the uses of simple prepositions Examples:
On the wall, there is a photo of the plane flying for
She is off to Hanoi tomorrow (27:1236)
In summer, I go sailing a lot (8:32)
From here to my school, it takes a half hour (9:30
Sometimes we go to a Brazilian bar (8:32)
I feel pity for the boy (9: 45)
Milk is very good for children and elderly people (9:32)
There is a book under the table (9:32)
Where does this road lead to? (9:56)
We usually go to school by bus (9:57)
Compound prepositions include two sub-groups:
The first one includes prepositions with closely linked components, e.g.:
‘into’, ‘onto’, ‘underneath’, ‘until’, ‘within’, ‘without’, ‘upon’, ‘between’,
‘underneath’etc The following italicized and bold are examples of compound prepositions Examples:
He jumped into the lake (8:131)
I lost my keys somewhere between the car and the house (27:149)
He pronounced a very flattering promise of excellence opinion upon my brother’s
You must get the job done within the week (9:35)
Beyond the mid-1990s all of our offices had shifted to word processors (9:45)
She had coffee during the morning break (8:32)
What are you wearing underneath your coat? (8:43)
The boat was driven onto the rocks (9: 36)
The holidays last until September (9:46)
You can’t leave the country without a passport (9:47) The second subgroup includes prepositions with separate components such as:
- Adv + Prep.: out of, away from, according to, thanks to, up to, next to Examples:
He walked up the hill (27:131)
She is up to the top ten students in her class (8:35)
I can pass the exams thanks to her help (9:34)
According to me, she is a very good student (10:34)
Mr Green is out of town this week (9:31)
The police station is next to the shopping mail (10:32)
I lived away from home when I was a student (10:33)
- Prep + N + Prep: in front of, on top of, at the back of, in spite of, on account of, in accordance with, with the exception of, etc Examples:
It is in front of the desk (8:27)
Put this book on top of the others (27:1999)
His name is at the back of the cover’s story (9:34)
In spite of being a good student, she fails the exams (9:56)
She is in accordance with her classmate in doing the assignment
On account of raining I stay at home today (9:67)
Prepositions can be categorized into five main groups: place, time, reason, manner, and concession It's important to recognize that prepositions often possess multiple meanings, allowing them to express various types of relationships based on the context in which they are used.
(i)Preposition of place: at, on, in, up, down, off, etc… Examples:
She lives on a jet plane (8:41)
The bathroom is in the cockpit
Turn off the lights before going out the room
She usually goes up the river in the summer (9:56)
He lives down on Romary Avenue (10:45)
The cover has come off the book (10:46)
(ii) Preposition of time: at, on, in, for, since, during, pending…
At 8.00 he drives the island’s children to school (8:25)
A Scotsman, John Logie Baird, transmitted the first television picture on 25 th November 1905 (8:62)
She has lived here since she graduated this university (9:76)
My father has been working here for 12 years (10:34)
During my holiday, I stay at home (10:67)
I usually listen to music in my room (10:76)
Pending my return, he is reading a newspaper outside (10:77)
(iii) Preposition of reason: out of, because of, due to Examples:
He walked slowly because of his bag leg (27:133)
The team’s success was largely due to her efforts (27:549)
The motor is run out of petrol (10:56)
Because of bad weather, I have to delay the departure time (10:45)
She has been promoted due to her work hard (10:46) (iv) Preposition of manner: like, as Examples:
Do not talk like that (27:1050)
I respect him as writer and as a man (27:84)
He looks like his father (10:57)
As she goes to school the lesson has finished (10:63) (v) Preposition of concession: in spite of, despite, in defiance of…
They had a wonderful holiday, despite the bad weather (27:475)
They went out in spite of the rain (27:1817)
1.2.1.3 Position of English prepositions in sentence
The relative ordering of prepositions are important factors in sentence They may appear in one of the following position in the sentence
- In front of a noun, a pronoun, or a noun phrase Examples:
Look at the time! We should have been at the theatre ten minutes ago
Tara is looking for you (8:29)
She has a staff of 19 working under her (27:2056)
I received letters from my grandmother yesterday (10:57)
- At the last position of wh-questions Examples:
What do you look for? We look for improvement in your (27:2056) work
Where does she come from? She comes from London (27:332)
Apart from that, prepositions can appear either before or after the relative pronouns Examples:
The engineer about (whom) you are speaking is a good specialist (8:113)
This is the book that I came for (8:154)
Or they can appear at the end of the passive sentence Examples:
Everything he said was laughed at (8:21)
He is a man whose word can be relied on (8:34)
Vietnamese, like English, has a category of words similar to prepositions, known as Vietnamese prepositions These prepositions connect nouns, pronouns, and phrases to other words within a sentence, with the word or phrase they introduce referred to as the object of the preposition.
In Vietnamese, prepositions are referred to as 'hư từ', which translates to 'empty words' Although there are relatively few prepositions in the Vietnamese language, they are frequently used and play a crucial role in structuring sentences effectively.
In "Việt Nam văn phạm," Nguyen Kim Than describes prepositions as a category of words that serve as connectors, linking subordinate words to main words to illustrate the relationship between them.
In terms of composition, Vietnamese prepositions are classified into two main groups such as simple prepositions and compound prepositions
The first group consists of simple prepositions in Vietnamese, including 'bằng' (by, of, with, in), 'bên' (side), 'bởi' (because of), 'cho' (for), 'của' (of), 'do' (by, by means of), 'dưới' (under), 'đến' (to), 'giữa' (between), 'lên' (up, on), 'ngoài' (outside), 'ở' (in), 'suốt' (during, all), 'tại' (in, at), 'tới' (to), and 'trên' (on).
‘trong’ (in), ‘tùy’ (according to), ‘vào’ (at, in, on), ‘về’ (toward, about), ‘với’ (with) etc Here are examples including some of the above prepositions:
Cái áo này may b ằ ng lụa
(This dress is made of silk) (17:288) Đơn này phải điền b ằ ng bút mực
(This application must be filled out in ink) (17:288)
Tôi đi làm b ằ ng xe buýt
(I go to work by bus) (17:289)
Bên trong nhà có cái thùng thật to
(Inside the house there is a huge container.) (17:289)
Cô ấy ngồi gi ữ a Peter và tôi
(She sits between Peter and me) (17: 288)
Có một quả táo ở trên bàn
(There is an apple on the table) (17:287)
Trong nhà thì nóng nhưng bên ngoài thì lạnh
(It’s hot inside the house, but it’s cold outside) (17:289)
Theo lời khuyên của anh ấy tôi sửa lại bài làm của tôi
( According to his advice, I correct my assignment) (17:288)
The second group of prepositions consists of compound prepositions, which are formed by combining a preposition with an adverb Common examples of these compound prepositions include 'bên ngoài' (outside), 'chính giữa' (middle), 'cho đến' (even), 'đến tận' (till), 'đối với' (towards), 'ở giữa' (between), 'kể cả' (including), 'khác hẳn' (different from), 'không kể' (excluding), 'mãi đến khi' (not until), 'ngoài ra' (beside), 'trái với' (against), 'trong số' (among), and 'trừ phi' (unless).
Here are the examples sentences with compound prepositions:
Bên ngoài trời đang mưa lất phất
(Outside it is prinking gently.) (17:294)
Bên trên cửa sổ là một bức tranh
(Above the window is a picture.) (17:294) Đến ngã tư quẹo phải, tiệm ấy bên tay ph ả i luôn
(Turn right at the next intersection, the store is on the right.) (17:295) Đến đây và ngồi c ạ nh tôi
(Come here and sit beside me) (17:296)
Anh ấy khác xa với bố của anh ấy
(He is different from his father very much) (17:293) Ý kiến của anh ấy luôn đi ng ượ c l ạ i với ý kiến của tập thể
(His ideas are always against the ideas of all class) (17:292)
Hồ Hoàn kiếm nằm ở gi ữ a thủ đô Hà nội
(Hoan Kiem lake is in the middle of Ha noi capital) (17:294)
Cô ấy sẽ không tr ở l ạ i cho đến tận ngày mai
(She will not come back not until tomorrow) (17:291)
English and Vietnamese prepositional phrases
Prepositional phrases are essential in English sentence structures As defined by Advanced Learner’s Dictionaries, a prepositional phrase consists of a preposition followed by a noun, which forms the core of the phrase.
Richard Nordquist [11] states that prepositional phrases add meaning to the nouns and verbs in sentences
An English prepositional phrase includes a preposition followed by its object These phrases function as adjectives or adverbs in sentences For instance, in the phrase "under the table," "under" serves as the preposition, while "the table" is the object of that preposition.
In “Fundamentals of English Traditional Syntax,” Assoc Prof Dr Tran Huu Manh categorizes prepositional phrases based on their meanings into five types: place, time, reason, manner, and concession Consequently, prepositional phrases can be further divided into sub-groups, including those for place, time, reason, manner, and directions.
English prepositional phrases serve seven key grammatical functions in sentences: they act as prepositional phrase heads, noun phrase modifiers, noun phrase complements, adjective phrase complements, verb phrase complements, adjunctive adverbials, and disjunctive adverbials.
Prepositions serve a crucial grammatical function as the heads of prepositional phrases, which consist of a preposition followed by a complementing phrase or clause.
I usually meet friends in restaurants and bars (8:32)
Your name comes after mine in the list (8: 32)
I’ll meet you in front ofthe stadium entrance (9:54)
There is a lot of friends out ofthe class (9:26)
I’ll visit Ho Chi Minh city by the end of this month (9:31)
There is an interesting talk at the beginning of the festival
In above examples, ‘in’, ‘after’, ‘in front of’, ‘out of’, ‘by the end of’, ‘at the beginning of’ prepositions function as prepositional phrase heads
Prepositional phrases serve a crucial role as noun phrase modifiers, which are words, phrases, or clauses that provide descriptions or modifications to nouns, including noun phrases.
The money is on the table withthe shopping list (27:2172)
I can only move it with your help (27:2172)
In above examples, ‘with the shopping list’ and ‘with your help’ prepositional phrases function as noun phrase modifiers
Prepositional phrases serve a crucial grammatical function as noun phrase complements, which are words, phrases, or clauses that enhance the meaning of a noun phrase.
She has a passion for reading (8:115)
He did not answer for fear of hunting her (27:704)
In above examples, ‘for reading’ and ‘of hunting’ prepositional phrases function as noun phrase complements
Prepositional phrases serve a crucial role as adjective phrase complements, which are words, phrases, or clauses that enhance the meaning of an adjective phrase.
John’s extremely fond of pointing out other people’s mistakes
The youth should be aware of danger of taking drugs (8:118)
In above examples, ‘of pointing out’ and ‘of danger’ prepositional phrases function as adjective phrase
Prepositional phrases serve as verb phrase complements, which are essential for completing the meaning of a verb phrase.
You are not listening to what I’m saying (27:1057)
Nowadays we rely increasingly on computers to help us (27:1546)
I don’t care about what you’re saying (9:53)
Don’t depend on him too much, he is unbelievable (9:21)
Prepositional phrases, such as "to what I’m saying" and "on computers," serve as verb phrase complements, making the verb a prepositional verb Prepositional verbs are a prevalent form in English, characterized by a verb followed by a preposition.
Prepositional phrases serve a crucial role as adjunct adverbials, modifying entire clauses by offering extra information regarding time, place, manner, condition, purpose, reason, result, and concession.
The old man’s face was covered in lines and wrinkles (8:57)
Flowers grow along the side of the wall (27:49)
In above examples, ‘in lines and wrinkles’ and ‘along the side of the wall’ prepositional phrases function as adjunctive adverbials
The seventh primary grammatical function that prepositional phrases perform is the disjunctive adverbial A disjunctive adverbial provides additional information to frame an entire clause Examples:
In my opinion and the opinion of most people, it is a very sound investment (27:1255)
They are all volunteers, doing it just for the love of the thing
In the above examples, the prepositional phrases ‘in my opinion’ and ‘for the love of the thing’ function as disjunctive adverbials
Vietnamese prepositional phrases (PP) are a unique part of speech that consist of a preposition combined with a noun or noun phrase There are six distinct types of Vietnamese prepositional phrases: those indicating place, time, means, manner, purpose, and directions The first category, prepositional phrases for place, provides essential context and examples for understanding spatial relationships in the language.
Chúng tôi ngồi bên song c ử a
(We sit by the window.) (17:297)
Bọn trẻ chơi trò chơiquanh nhà
(Children play games around the house.) (17:297)
Chúng tôi đid ọ c theo b ờ sông
(We go along the river bank.)
The second type is prepositional phrase for time, which normally begins with ‘lúc’ and ‘vào’… Here are the examples:
Tôi sẽ gặp anh ấy lúc 3 gi ờ chi ề u
(I will meet him at 3 o’clock in the afternoon.) (17:299)
Tôi tặng mẹ tôi quyển sách này vào d ị p sinh nh ậ t c ủ a m ẹ
(I gave my mother this book on her birthday.) (17:299)
Anh ấy tới vào lúc m ọ i ng ườ i đ ang ng ủ
(He came at the time everyone was asleep.) (17:299)
The third type is prepositional phrase for means, which use two common prepositions ‘bằng’ and ‘với’ Examples:
Tôi thường đi làm b ằ ng xe máy
(I usually go to work by motor)
Chúng tôi thỉnh thoảng đi vào thành phố Hồ Chí Minh b ằ ng máy bay
(We sometimes travel to Ho Chi Minh City by plane.)
Cô ấy đi xem phim cùng v ớ i b ạ n bè cô ấ y
(She goes to the cinema with her friend.) (17:300)
The fourth type is prepositional phrase for manner, which mainly begin with ‘bằng’, ‘theo’ and ‘với’ Examples:
Cô ấy hát với t ấ t c ả t ấ m lòng
(She sang with all her heart.)
Theo l ờ i nhà c ầ m quy ề n, khu vực nhà ở đây sẽ được xây dựng lại trong thời gian tới
(According to the authorities, houses in here are going to be rebuilt next time.)
The fifth type is prepositional phrases for purpose, which normally begin with: ‘đến’, ‘vào’, or ‘về’ Examples:
Anh ấy bàn đế n chuy ệ n làm ă n
Bọn nó nhằm vào túi ti ề n c ủ a bà ấ y
(They aim at her purse.)
The sixth type is prepositional phrase for directions: ‘đi’ and ‘về’ Examples:
(I came back home at 5 o’clock.)
Summary
This chapter outlines the definition, classification, functions, and placement of English and Vietnamese prepositions and prepositional phrases, serving as essential theoretical groundwork for the development of the entire thesis.
This chapter outlines the research methodology employed in the study, which is divided into five key components: research design, research participants, research procedures, data collection instruments, and data analysis methods.
Research design
This research design builds on the studies done into features of prepositions and prepositional phrase in English such as ‘A University
Grammar of English’ by Quirk R & Greenbaum S.[12] and ‘Fundamentals of
English Traditional Syntax’ by Assoc Prof Ph D Tran Huu Manh [22], Charles Fillmore (1968)[4], Quirk & Greenbaum (1973) [12], Ceolo – Murcia
This thesis provides a detailed analysis of the syntactic and semantic features of 'by' prepositional phrases It utilizes examples from various English textbooks, Vietnamese short stories, and online narratives Additionally, references include the English-Vietnam Dictionary by Le Kha Ke (1997) and the Advanced Learner’s Dictionary (1995) to further illustrate these features.
A survey questionnaire, designed as a written test, serves as an effective data collection method to assess participants' understanding of the prepositional phrase "by," focusing on its syntactic and semantic features Subsequently, statistical methods are employed to provide quantitative descriptions, simplifying extensive data into a comprehensible format.
The comparative method is employed to examine 'by' prepositional phrases in relation to their Vietnamese counterparts, highlighting the unique characteristics of these phrases that pose challenges for Vietnamese learners This analysis aims to provide insights and recommendations for effectively mastering 'by' prepositional phrases for students at the University of Economics and Technical Industries.
Research participants
This study involved 100 second-year students, both male and female, from the English department at the University of Economic and Technical Industries (UNETI), established in 1956 in Hanoi to train economic experts and technicians While English is a compulsory subject, many UNETI students perceive it as optional, and some struggle to master the language due to a lack of prior opportunities to study English in high school.
Participants in the study were selected based on their proficiency in English, having studied the language for a minimum of five years, which includes three years of high school education focused on English.
10, 11, 12; and 2 years at University with New Headway course book)
The investigation focused on learners who demonstrated a solid grasp of basic grammatical categories from their English textbook, achieving a score of 5 or higher in both the first and second semester examinations These students were tasked with exercises involving English prepositional phrases, specifically those using "by."
Table 2.1:Information of the research participants
Gender of participant Number of participants
Participants were tasked with addressing 'by' prepositional phrases to identify the challenges encountered by UNETI learners, aiming to propose potential strategies for mastery.
Research procedure
The research process involved three major stages to achieve the study's aims and objectives The first stage was writing the thesis proposal, which took nearly two months from early January to late February 2013 Once the proposal and draft outline were approved, the second stage involved implementing a survey questionnaire and selecting relevant materials about 'by' prepositional phrases, a process that lasted over four months to ensure the collection of useful data The final stage, from late June to early October, focused on analyzing and discussing the results, culminating in the completion of the thesis in both form and content.
Reliability and validity are crucial criteria for assessing the quality of measurement tools While they are independent concepts, they are interrelated; a measurement cannot be valid without being reliable, although a reliable measurement does not guarantee validity The absence of both reliability and validity complicates the determination of which research findings can be trusted and which should be ignored.
To enhance reliability, it is crucial to minimize measurement errors such as data collector bias, which was addressed by having a single researcher administer the survey questionnaire Additionally, the data collection environment was optimized for comfort by ensuring privacy, confidentiality, and overall physical well-being.
In the classroom, subjects were provided with comfortable seating, and windows were opened to allow fresh air circulation The researcher stayed in the room to oversee the process, while a "do not disturb" sign was displayed on the door to ensure privacy and minimize interruptions To maintain confidentiality, subjects were instructed not to include their names on the written test.
A content validity written test ensures that the questions are relevant and comprehensive, addressing all aspects of the subject while avoiding irrelevant inquiries This assessment relies on subjective judgment, as there are no objective methods available The test was administered to 100 students across two classes.
The written test was designed based on insights from the literature review to accurately reflect students' understanding of "by" prepositional phrases in English and their Vietnamese equivalents To ensure content validity, the test was consistently administered by the researcher, who personally distributed the materials to the participants The exercises were crafted using straightforward language to enhance clarity and facilitate comprehension.
Reliability and validity are crucial components of educational research studies, as they ensure accurate and consistent results These factors enable researchers to generalize findings to broader populations, ultimately allowing for the application of research outcomes to enhance various aspects of people's lives.
Data collection instruments
For achieving the aims and objectives of the study with high reliability, two data collection instruments have been employed: selected materials and survey questionnaire
The materials selected regarding prepositions and prepositional phrases were essential for supplementing data in this study To provide a detailed description, hundreds of examples were sourced from grammar and reference books by prominent contemporary linguists, as well as publications in Vietnam, including “A University Grammar of English” by Quirk R & Greenbaum S and “Fundamentals of English Traditional Syntax” by Assoc Prof Ph D Tran Huu Manh These examples were meticulously chosen to effectively illustrate the classification of English and Vietnamese prepositions and prepositional phrases.
This article examines the syntactic and semantic features of 'by' prepositional phrases through examples collected from English short stories A thorough analysis of these features has been conducted, alongside an investigation into UNETI learners' understanding of 'by' prepositional phrases to identify the challenges they face in mastering this grammatical structure.
The survey questionnaire aimed to evaluate learners' proficiency in using 'by' prepositional phrases, focusing on both syntax and semantics Developed by UNETI lecturers, this grammaticality judgment test is structured in two parts (refer to Appendix 1).
The study evaluates participants' comprehension of 'by' prepositional phrases through two main components: the first assesses their understanding of syntactic features, while the second examines semantic features Each component includes three tasks based on the learners' English curriculum to ensure relevant responses from the target group The test must be completed within 60 minutes under the supervision of a teacher.
To ensure the form and content validity of the written test, it has been distributed to three university professors (Tran Thi Thu Hien, Ph
D and Tu Thi Minh Thuy, MA from English Department University of Language and International Studies, Vietnam National University in Hanoi; Tran Thi Thu Hien, MA from Vietnam Commercial University) to take their comments and recommendations Accordingly, the test is modified with some of the items changed for a finalized version of 30- item one The scores of the written test ranges from zero to 30, the correct answer is given one score and the incorrect or omitted is given zero score Item from 1 to 15 (task number 1,2 and 3) relates to syntactic features of ‘by’ prepositional phrases ones while item from 16 to 30
(task number 4,5 and 6) are tasks relates to semantic features of ‘by’ prepositional phrases
Following are the samples of each task
Task 1 is to check the learners’ ability in using ‘by’ prepositional phrases denoting transportation
Example: (item number 1 in the Appendix 1)
1 I saw Jane this morning She was ……….the bus The learners had to choose ‘by’, ‘in’ or ‘on’ to put into each gap The correct answer here is ‘on’, not ‘by’ We use ‘by’ when we say by car/ by train/ by plane/ by boat/ by ship/ by bus/ by bike etc Besides, we cannot use ‘by’ if you use with my car/ the train/ a taxi etc We use ‘by’ + noun without ‘a/the/ my’ etc In short, we say by car but in my car (not by my car) or by train but on the train (not by the train)
Task 2 is to require learners to put the words in the right order to form a complete sentence so that they can understand grammatical structure and meanings of ‘by’ prepositional phrases Through the real situations, the learners can know the usage of ‘by’ prepositional phrases denoting time, how to somebody travels and fix expressions, etc
Example: (item number 6 in the Appendix 1)
6 bus/ we/ usually/ go/ work/ to/ by
Learners need to arrange words correctly to create complete sentences Each sentence begins with the subject, followed by the verb, with the mode of transport positioned at the end For example, this structure can be illustrated by the sentence, "We usually go to work by bus."
Task 3 is to require learners to do translating Therefore, the learners can compare between target language and source language so that they can find the similarities and differences between them
Example: (item number 11 in the Appendix 1)
In this sentence, learners should be aware the meaning of ‘ở gần’ having a equivalent of ‘by’ in English, so it can be translated as ‘The telephone is by the window’
Task 4 is to check the learner’s ability of using ‘by’ preposition which only appears in fix expressions, such as ‘by chance’, ‘by mistake’, ‘by accident’ , etc Example: (item number 16 in the Appendix 1)
16 We had not arranged to meet We met………
In this sentence, if the learners know the meaning of these fix expressions, they will choose the right sentence such as ‘by chance’ having a equivalent of
‘tình cờ’ in Vietnamese, so the correct answer here is ‘We met by chance’
Task 5 focuses on the leaner’s competence in building sentences with ‘by’ prepositional phrases basing on the given hints
Example: (item number 21 in the Appendix 1)
21 We have to be home not later than 5 o’clock
In order to have a correct answer, it requires the learners should be aware that
‘not later than’ and ‘by’ are of similar meaning, so the correct answer here is
‘I have to be home by 5 o’clock’
Task 6 is to check the learners’ ability in distinguish which one is the correct
English preposition to be used in certain cases
Example: (item number 26 in the Appendix 1)
26 I don’t like travelling on bus
Learners must grasp the syntactic and semantic characteristics of 'by' prepositional phrases For example, when referring to 'bus', the correct preposition to use is 'by', not 'on' Therefore, the accurate expression is 'I don’t like travelling by bus'.
Data analysis methods
The learners' responses are analyzed using statistical methods to determine the number of correct and incorrect answers, along with their corresponding percentages Additionally, an error analysis technique is employed to identify and categorize the challenges encountered by the learners.
To access the learners’ overall proficiency in the use of the selected
In the assessment of learners' responses, prepositional phrases are utilized to calculate the percentage of correct and incorrect answers for each item A correct response percentage of 50% or higher indicates that the material is well acquired, reflecting an acceptable level of proficiency among learners Conversely, a percentage below 50% signifies that the learners have not yet achieved an adequate level of understanding, as 50% is the passing grade for second-year students at the English Department of UNETI.
The percentage of correct responses for each item is calculated by dividing the number of correct responses by the total number of responses and then multiplying the result by 100% For example, if there are 75 correct responses out of 100 total responses for a particular item, the calculation would be \( \frac{75}{100} \times 100\% = 75\% \).
Table 2.2: The learners’ acquisition levels on the syntactic items Item No Correct Percentage Incorrect Percentage
Table 2.2 reveals that learners encounter minimal challenges with tasks 1 and 3, where 62% of the 100 learners achieved passing marks in exercise 1 Conversely, task 2 proved to be significantly more difficult, with only 41% passing, indicating that 59% struggled due to the requirement of constructing syntactically correct sentences involving 'by' prepositional phrases In task 3, learners demonstrated a strong understanding, achieving an 83% success rate, while the incorrect answer rate stood at 17%.
Table 2.3: The learners’ acquisition levels on the semantic items Item No Correct Percentage Incorrect Percentage
Task 4 is the most challenging among the six tasks, with only 34% of learners passing A significant 66% of answers were incorrect, indicating that most learners struggled to grasp the material.
‘by’ prepositional phrases and apply those combinations to the right situation
Task 5 presents significant challenges for learners, with 74% failing to achieve a passing score This difficulty arises from the requirement to comprehend the context and effectively rewrite sentences using 'by' prepositional phrases while maintaining the original meaning Notably, over two-thirds of learners struggle with using 'by' prepositional phrases that indicate time In contrast, Task 6 shows a slightly better performance, with 71% of learners answering correctly and 29% answering incorrectly.
Summary
This chapter has provided a description of the steps to be undertaken in doing research on ‘by’ prepositional phrases and their
The next chapter will focus on the Vietnamese equivalents of 'by' prepositional phrases, highlighting specific syntactic and semantic features It will draw from grammar books and include illustrations from Vietnamese short stories, along with results from a survey conducted at UNETI to identify the challenges learners face in mastering these phrases.
This chapter examines the syntactic and semantic characteristics of 'by' prepositional phrases and their Vietnamese counterparts It also presents the findings of a survey conducted at UNETI, aimed at identifying the challenges faced by learners in mastering these phrases Based on the survey results, the chapter offers implications for improving the understanding and usage of 'by' prepositional phrases.
Syntactic features of ‘by’ prepositional phrases
3.1.1 Position of ‘ by ’ prepositional phrases
‘By’ prepositional phrases are usually stood before noun or pronoun Examples:
He goes to school by bus (31)
Hinda always has a calculator by her when she balances her checkbook (31)
Did Simone fix her car by herself (31)
‘By’ prepositional phrases are also stood before gerund (-ing) Examples:
He paid for dinner by using his credit card (31)
Besides, ‘by’ prepositional phrases also have fix expressions Examples:
She carefully gathered the pearls from her broken necklace, picking them up one by one.
By the way, my aunt is coming to visit next week Why don’t you come see her?(incidentally)
(Nhân tiện cô tôi sẽ đến thăm vào tuần tới Tại sao bạn không gặp cô ấy nhỉ)
You should by all means visit the art gallery.(certainly) (31) (Bạn nên chắc chắn nên đi thăm bảo tàng nghệ thuật)
The children are not at home by themselves (alone, without help)
(Bọn trẻ con không tự ở nhà một mình)
Most individuals engage in work during daylight hours and rest at night.
I saw my teacher at the mall by chance (for no apparent reason) (31)
(Tôi tình cờ gặp thày giáo tôi ở trung tâm mua sắm)
Do you by any chance have change for a dollar?(perhaps) (31) (Bạn có cần đổi tiền lẻ không)
He practiced everyday and little by little, began to show improvement (adverb – slowly) (31)
(Anh ấy tập luyện hàng ngày và dần dần trở nên tiến bộ)
He is a teacher by profession (indicate one’s job) (31) (Anh ấy là một giáo viên được đào tạo)
She is generous by nature (naturally) (31)
(Bản chất của cô ấy rộng lượng)
He is nervous by disposition.(naturally) (31) (Tự nhiên anh ấy lo lắng)
She is a good lawyer by reputation (indicates common belief) (31)
(Cô ấy là một luật sư có tiếng tăm)
Our suggestions for improving the company went by the board (be ignored)
(Những gợi ý của chúng tôi về sự phát triển của công ty thì không được quan tâm)
We’ll meet again, by and by (adverb – one day, in the future)
(Một ngày nào đó chúng ta sẽ gặp lại nhau) (31)
The company is doing well, by and large (adverb –almost completely)
(Nói chung là công ty đang làm ăn tốt) (31)
3.1.2 Function of ‘ by ’ prepositional phrases
Combining with noun, gerund and pronoun to form a phrase that may be adverbial (modifier for verb) Examples:
You cannot travel to Hawaii by land Travel by sea was much more common in the past than it is today (31)
Who was that man who just ran by us? (31)
We walked by your house this morning (31) Sara keeps in touch with her family by sending e-mail (31)
Semantics features of ‘by’ prepositional phrases
Besides syntactic features, ‘by’ prepositional phrases also have several semantic features According to its meanings ‘by’ prepositional phrases are connected with main notions or meanings such as:
3.2.1 ‘ By ’ prepositional phrases denoting time
‘By’ prepositional phrases are used for expressing time with the meaning is ‘not later than’ Examples:
The meeting will start at 9:00 Please be here by (not later than) 8:55 (31)
My flight leaves at 1:30, so I need to be at the airport by (not later than) noon (31)
I expect to finish my report by (not later than) Friday (31)
3.2.2 ‘ By ’ prepositional phrases denoting place or direction
In showing places, the meaning of ‘by’ prepositional phrases are the same as ‘beside’ or ‘at the side of’ Examples:
Were you sitting by (beside) the door? Joe parked his car by (beside) mine (31)
The police station is by the court house, isn’t it? (31)
3.2.3 ‘ By ’ prepositional phrases denoting means or agents
In addition to, ‘by’ prepositional phrases can be used to show agents
(doers of actions) and are very common in passive sentences when the object and the action are emphasized more than the subject is Examples:
Was that sonata written by Beethoven? (31)
The agreement will be signed by the presidents of three different countries (31)
The highest mark was scored by Leonardo (31)
3.2.4 ‘ By ’ prepositional phrases denoting manner
Prepositional phrases with "by" convey various meanings, including "beside" or "at the side of" and "not later than." Additionally, "by" is utilized to indicate manner and is commonly paired with measurements.
He’s renting a car by the week until his own car is repaired (He’s renting a car one week at a time) (31)
We’d like to hire temporary help by the month (We’d like to hire temporary help one week at a time)
Eggs are usually sold by the dozen (Eggs are usually sold a dozen at a time) (31)
3.2.5 ‘ By ’ prepositional phrases denoting motion
When ‘by’ prepositional phrases are used with a verb showing motion, it usually shows movement past a place Examples:
Who was that man who just ran by us? (31)
We drove by many motels before we found one that had a
3.2.6 ‘ By ’ prepositional phrases denoting selfness or without help
When ‘by’ prepositional phrases are used with a ‘normal’ personal pronoun, it means ‘it an easy-to-reach place’ or ‘handy’ but when
‘by’prepositional phrases are used with reflexive (‘self’) pronoun the meaning is selfness or without help:
Did Simone fix her car by herself?
(Did she fix her car without any help?) (31)
‘No, thank you I can do this by myself
(No, thank you I can do this alone I do not need help) (31)
‘Youssuf is paying his college costs by himself
(Youssuf isn’t receiving a scholarship or other financial help to pay his college costs) (31)
3.2.7 ‘ By ’ prepositional phrases denoting means of transport
Prepositional phrases starting with 'by' are frequently used in discussions about transportation These phrases typically consist of 'by' followed by a singular countable noun or, in some instances, an uncountable noun, to indicate the manner of transportation or the method of movement from one location to another.
Ghassan goes to school by car Eleni plans to travel to
Carlo doesn’t like to go anywhere by bus (31) Nowadays, you can reach almost any location by air (31)
Besides, there is a special note when using ‘by’ prepositional phrases denoting transportation, the idiom on foot is commonly used Example:
No, I didn’t go there by taxi I went on foot (31)
3.2.8 ‘ By ’ prepositional phrases denoting method
‘By’ prepositional phrases are also used to show the method of doing something Examples:
He paid for dinner by credit card (31)
Do you normally pay your bills by check? (31)
Besides, ‘by’ + a gerund (-ing verb) is another common way to show method Examples:
He paid for dinner by using his credit card She learned
John showed that he was joking by winking (31)
Apart from the basic characteristics, 'by' prepositional phrases also have special case when denoting manner or method of payment, the idiom in cash is also common For example:
No, I didn’t pay by check or credit card I paid in cash (In also may be omitted: I paid cash ) (31)
3.3 'By' prepositional phrases and their Vietnamese equivalents
In comparison of 'by' prepositional phrases and their Vietnamese equivalents, some similarities and dissimilarities can be seen as follows:
‘By’ prepositional phrases cannot function independently within a sentence and must be combined with a subject, verb, and object These phrases serve an adverbial role, providing additional information about location, time, and other contextual elements.
We had a day by the sea (26)
Trư đang lười biếng n ằ m c ạ nh g ố c cây khò khò ngủ (28:61)
Second, ‘by’ prepositional phrases in both two languages used to denote the relationships between the main elements and sub-elements in sentence Example:
The telephone is by the window (27)
In both English and Vietnamese, 'by' prepositional phrases typically connect nouns, pronouns, verbs, and create new prepositional phrases These phrases consistently precede the nouns and pronouns they modify.
I felt flattered by her interest (27)
Igot up and went and laid on the floor by the door (27)
Nơi đón khách c ủ a cô sau t ấ m bình phong cao hơn đầu người bằng gỗ chạm suốt mấy chục năm không hề thay đổi ’
Xóm làng ở ven sông có vẻ huyên náo hẳn lên (19)
In both English and Vietnamese, 'by' prepositional phrases serve as adverbials, positioned either at the beginning or the end of a sentence For example, these phrases enhance the meaning and clarity of the sentence.
He knew by the end of the night that Britt was the one for him
Trong bóng t ố i, Mị đứng im lặng, như không biết mình đang bị trói
‘By’ prepositional phrases behave as adverb of cause Examples:
We drain the fuel from the vehicles that were stopped by the spikes
Chẳng nói giấu gì ngài, bần tăng đến đây là vì c ậ u Ph ướ c (24)
‘By’ prepositional phrases behave as adverb of manner Examples:
My dad had custom made it by engraving my initials (29)
Từ yêu chồng b ằ ng một thứ tình yêu rất gần với tình của một con chó đối với người nuôi…’
‘By’ prepositional phrases behave as adverb of means:
They traveled by sea to the neighboring coast (29)
Chúng tôi đi làm b ằ ng xe máy (17:288)
In addition to the above-mentioned similarities, there appear to be several distinct dissimilarities between ‘by’ prepositional phrase and their Vietnamese equivalents
3.3.2.1 In terms of syntactic features
First, ‘by’ prepositional phrases have function as adverbs in English, but they can be inverted to the position of subject or verb in Vietnamese Examples:
The telephone is by the window (26:154)
The phrase "The phone is by the window" illustrates a key difference between Vietnamese and English sentence structure In Vietnamese, prepositional phrases using "by" serve as predicates, whereas in English, they function as main elements of the sentence This distinction highlights the unique grammatical roles that prepositional phrases play in each language.
This bag is made of leather (26:1909)
Chiếc cặp này làm b ằ ng da (26)
Third, in English, the passive voice sentence must be the preposition ‘by’ standing in front of the subject of the action, while in Vietnamese it is not mandatory Examples:
- In English: This cake was made by Mary
The cake was made by Mary, but in Vietnamese, it is more commonly expressed as "Cái bánh này Mary làm." This alternative phrasing reflects typical usage in the Vietnamese language.
3.3.2.2 In terms of semantic features
Theo từ điển Anh - Việt [30], cụm giới từ "by" tương ứng với mười sáu nghĩa tiếng Việt, bao gồm: bên cạnh, kề bên; bởi, bằng; bằng (hành động cụ thể nào đó, phương tiện giao thông nào đó); do, vì; không chậm hơn trước; ngang qua; trong (thời gian nào đó); qua; theo; chỉ bộ phận trên cơ thể bị chạm đến; theo (một đơn vị nào đó); từng… một; về mặt, về phương diện; có (chúa) chứng giám cho (trong lời thề); chừng; trên (chỉ số đo một hình chữ nhật), cho (chỉ sự nhân chia) Dưới đây là một số ví dụ minh họa:
Come and sit by me
(Lại ngồi bên c ạ nh tôi đây này) (26:154)
We travelled to Rome by Milan and Florence
(Chúng tôi đi đến Rome qua Milan và Florence) (26:154)
Can you finish the work by 5 o’clock?
(Anh có xong được công việc tr ướ c 5 giờ được không)? (26:155)
(Tôi có thể trả b ằ ng séc chứ)? (26:155)
The children came in two by two
Bọn trẻ con đến từng hai đứ a m ộ t (26:155)
A church was designed by Wren
Nhà thờ được thiết kế b ở i Wren (26:155)
Travelling by car always makes me tired Đi ô tô luôn làm tôi mệt mỏi (26:155)
Let me begin by saying I love you
(Hãy để tôi bắt đầu bằng câu nói Tôi yêu em) (26:155)
He entered by the back door
(Anh ấy vào bằng cửa sau) (26:155)
He walks by me without speaking
(Anh ấy đi ngang qua tôi mà không nói gì) (26:155)
The room measures fifteen feet by twenty feet
(Căn phòng này được đ o 15 feet chiều rộng và 20 feet chiều dài) (26:155)
He is German by birth
(Về dòng dõi anh ấy là người Đức) (26:155)
We sell ice-cream by the thousand in the summer
(Chúng tôi bán hàng nghìn que kem vào màu hè) (26:155)
By my watch, it’s two o’ clock
(Theo đồng hồ của tôi bây giờ là 2 giờ) (26:155)
House prices went up by 10%
(Giá của ngôi nhà tăng thêm 10%) (26:155)
She sleeps by day and works by night
(Cô ấy ngủ ngày và làm đêm) (26:155)
Difficulties in mastering ‘by’ prepositional phrases at UNETI
Teaching foreign languages presents unique challenges for educators, and many strive to find effective solutions to these obstacles Drawing from my eight years of experience as an English teacher at UNETI, I have identified four primary issues that teachers encounter when instructing students on the use of prepositional phrases.
Many learners struggle with low English proficiency due to limited study time, as English is not their major subject Additionally, the lack of daily practice further hinders their language development.
The interference of the mother tongue significantly affects the processing of English language learning Learners often translate their Vietnamese thoughts directly into English, leading to a Vietnamese way of thinking that neglects the proper usage and expression in English.
Mixed-ability classes present significant challenges for teachers, particularly in foreign language instruction Educators struggle to identify effective teaching methods due to the diverse backgrounds and varying levels of English proficiency among students With some learners having studied English for seven years while others have only three years of experience, the disparity is evident Additionally, some students may not have learned English in high school but have acquired knowledge of other languages, such as Russian or French, further complicating the teaching process.
In Vietnamese universities, large class sizes are a common challenge, with English classes often comprising 40 to 60 students This situation limits teachers' ability to provide adequate practice time for their students, as they typically conduct only three lessons per week Consequently, the lack of regular practice hinders students' performance and prevents them from achieving significant improvement in their English skills.
A supportive English learning environment is crucial for student motivation and engagement It encourages learners to seek additional exercises and clarify their understanding of fundamental English concepts.
Students frequently make mistakes when using English prepositional phrases, primarily due to three key factors: the influence of their native language, insufficient understanding of 'by' prepositional phrases, and the surrounding learning environment.
Many errors made by UNETI students stem from the influence of their mother tongue, Vietnamese Students often apply Vietnamese speech patterns when using English, particularly with prepositional phrases involving "by." This tendency to translate word-for-word from Vietnamese to English results in frequent mistakes during exercises on "by" prepositional phrases.
Despite starting English lessons in their first year, many students have limited knowledge after four years of study One area often overlooked is the use of 'by' prepositional phrases, which can be a small yet significant aspect of English learning Without practice through exercises in workbooks, students may not fully grasp this concept Notably, 'by' is just one of over 150 prepositions in the English language.
The environment significantly influences the process of learning English, as students enter classes with varying levels of proficiency Many learners desire to engage in class activities but lack foundational English knowledge and daily practice opportunities This deficiency in a supportive learning environment contributes to a lack of confidence, resulting in the repetition of errors.
In Vietnamese, spatial orientation is often subjective, relying on the relationship between the located object and the speaker or listeners, which contrasts with the more objective methods typically used in English.
A survey questionnaire was developed to assess the proficiency of UNETI second-year learners in using 'by' prepositional phrases and their Vietnamese equivalents The challenges encountered by these learners can be identified as follows:
3.4.2.1.In terms of syntactic features
The findings from the grammar written test indicate that the primary challenges faced by second-year UNETI learners involve the incorrect application of substitution, as well as the omission and addition of 'by' prepositional phrases.
The data analysis indicated incorrect usage of 'by' in prepositional phrases, attributed to interference from the students' native language as well as the influence of the target language.
*1 I saw Jane this morning She was ….in… the bus
*2 I decided not to go … for… car I went … with …my bike instead
In the provided examples, the correct prepositions are crucial for clarity: 'on' should replace 'in' in example 1, while 'for' should be used instead of 'by' and 'with' instead of 'on' in example 2 These errors often stem from the influence of learners' native languages, leading to incorrect literal translations that result in malformed sentences.
Implications for mastering 'by' prepositional phrases…………………… 1 Being well aware of mother tongue interference
3.5.1 Being well aware of mother tongue interference
When learning a foreign language, learners are often influenced by their first language, leading them to assume that English is used similarly to Vietnamese This misconception can hinder their understanding and use of English To address this, teachers should provide practical texts and exercises, such as vocabulary building and translation activities, to help students identify the similarities and differences between English prepositional phrases and their Vietnamese counterparts.
3.5.2 Getting familiar with the omission or addition of ‘ by ’ prepositional phrases
UNETI second-year learners often struggle with the correct usage of the prepositions ‘at’, ‘on’, ‘for’, and ‘by’, creating a significant barrier to their understanding These prepositional phrases have distinct meanings and applications To help students master the correct expressions involving ‘by’, teachers should provide targeted exercises, such as fill-in-the-blank activities or sentence rewriting tasks that convey similar meanings It is essential for students to memorize fixed expressions that include ‘by’ to prevent errors related to the omission or incorrect addition of prepositions.
To meet educational requirements, teachers must possess a comprehensive understanding of prepositions and their usage, particularly focusing on 'by' prepositional phrases Mastery of the diverse applications of prepositions is essential, along with effective teaching techniques Furthermore, educators should integrate the four language skills and provide clear guidance to facilitate learners' practice with exercises, ensuring a skillful approach to teaching prepositional phrases.
3.5.3 Broadening knowledge of semantic features of ‘by’ prepositional phrases
Understanding semantics is crucial for learners as it involves navigating polysemy, idiomatic meanings, and cultural diversity in language use This comprehension aids in clarifying the intentions and meanings behind speakers' utterances Gaining insights into the meanings of prepositions, especially 'by' in prepositional phrases, can significantly benefit learners acquiring English as a second language.
3.5.4 Being aware of how native speakers use ‘by’ prepositional phrases
In the translation task, learners were asked to translate the Vietnamese sentence ‘Điện thoại ở gần cửa sổ’ into English, resulting in the incorrect translation ‘The telephone is near the window’ While learners believed that ‘gần’ translates to ‘near’, the accurate translation is ‘The telephone is by the window’ To prevent such mistakes, learners should carefully consider the nuances of translation.
English people use ‘by’ prepositional phrases
Translation often highlights the challenges faced by learners, as using word-for-word translation for idiomatic expressions in their native language can lead to frequent errors.
In short, teachersshould create interesting topics related to ‘by’ prepositional phrases, motivate the learnersdevelop enjoyable atmosphere in the class and prepare a lesson plan carefully with enough stages
Effective lessons hinge significantly on the role of teachers in English instruction The data regarding teachers' experiences with teaching prepositional phrases reveals key insights.
Teachers must possess a strong understanding of prepositional phrases, particularly those that begin with 'by,' as well as a comprehensive knowledge of prepositions overall Mastery of the various contexts in which prepositions are used, along with the distinctions between each one, is essential for effective teaching.
Teachers must not only grasp the techniques for teaching 'by' prepositional phrases but also apply them effectively in the classroom Effective methods include incorporating listening and speaking activities, utilizing classroom resources, and implementing text-completion exercises These strategies serve as valuable tools to enhance teaching and support student learning.
Teachers should identify and address errors students make with 'by' prepositional phrases More importantly, they should provide solutions to help students avoid these mistakes An effective approach is to create targeted exercises that focus on common areas of difficulty, allowing students to practice and improve their understanding of 'by' prepositional phrases.
Lastly, teachers create interesting topics related to ‘by’ prepositional phrases, motivate the students, create enjoyable atmosphere in the class and prepare a lesson plan carefully with enough stages
Learners play a crucial role in determining their success, as they must recognize their own needs and objectives To enhance their understanding of 'by' prepositional phrases, they should take proactive steps in their learning process.
Study English basic prepositions, especially ‘by’ prepositional phrases as well as their usage
Ask the teacher immediately in case they do not understand the syntactic and semantic features of ‘by’ prepositional phrases
Not be afraid of making mistakes, but finding out which causes of these mistakes because learning from one’s own mistakes is the most important factor in processing self-study
Work in pairs or in groups to practice doing the exercises together.
Summary
The article highlights the syntactic and semantic characteristics of 'by' prepositional phrases and discusses the challenges faced by UNETI second-year learners while completing a grammar written test questionnaire.
To effectively master 'by' prepositional phrases, learners should engage in consistent practice at any time and in any location The insights provided aim to assist UNETI second-year students in enhancing their English language skills and overall performance.