Keywords
contrastive analysis
language interference
language pedagogy
glottodidactics
How to Cite
Abstract
Prepositions are among the most challenging grammatical categories in foreign language learning due to their polysemy and limited cross-linguistic equivalence. This article aims to examine the effectiveness of a contrastive approach to teaching prepositions in English and Polish. The study is based on classroom-based observations of three learners: a Polish adult learning English, an Indonesian adult learning Polish, and a Polish secondary-school student raised in a bilingual environment. The analysis identifies recurring error patterns, their sources, and pedagogical implications. The findings indicate that contrastive instruction reduces prepositional errors and enhances learners’ metalinguistic awareness.
References
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