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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
WU Chaoyi, GAO Wencheng
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DOI:10.17265/1539-8072/2021.05.001
University of Shanghai for Science and Technology, Shanghai, China
English preposition is one of difficult points in second language acquisition. This paper analyzes the differences of the senses of preposition in between Chinese non-English major students and native English students based on corpus from a perspective of cognitive linguistics. The study has found that Chinese non-English major students overuse the prototypical semantic entries, the low-level metaphorical entries and certain fixed phrases of in, without the diversity in using other metaphorical meanings. Through systematic analysis of the selected data, we think that the non-correspondence of prepositional semantic categories between English and Chinese caused by different conceptualizations is the main cause of this deviation.
English preposition in, corpora, cognitive metaphor, second language acquisition
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