初中生英语介词习得的动态发展研究

A Dynamic Development Study on Junior High School Students’ Acquisition of English Prepositions

摘要: 介词在英语语法中至关重要，对表达的准确性与流畅性影响重大。但初中生在习得时困难重重，且相关动态研究不足。研究选取某中学七至九年级学生英语作文为样本，探究其介词习得动态特征。通过语料库工具提取、标注介词使用情况，以描述性统计与对比分析等方法，考察各年级介词正确率、错误类型及发展趋势。结果显示，学生介词使用正确率随年级升高而提升，但错误类型各异。七年级多受母语负迁移影响，基础介词遗漏、误用较多；八年级错误类型更复杂；九年级正确率虽显著提高，但在复杂搭配上仍有不足。与本族语者相比，初中生在语义、语用掌握上有较大提升空间。研究为初中英语介词教学提供了实证依据，建议教师依据不同年级学生特点，采取针对性教学策略，强化介词的语义辨析和语境应用训练，推动学生介词习得的动态发展。

Abstract: Prepositions are crucial in English grammar, significantly influencing the accuracy and fluency of expression. However, junior high school students face substantial difficulties in acquiring prepositions, and there is a lack of dynamic research on this topic. This study selected English compositions of students from Grade 7 to Grade 9 in a middle school as samples to explore the dynamic characteristics of their preposition acquisition. By extracting and annotating preposition usage through corpus tools and employing methods such as descriptive statistics and comparative analysis, the study examined the accuracy rates, error types, and development trends of prepositions across different grades. The results show that the accuracy rate of students’ preposition usage increases with grade advancement, but error types vary. Seventh-grade students are mostly affected by negative transfer from their mother tongue, with frequent omissions and misuses of basic prepositions. Eighth-grade students exhibit more complex error types. Although the accuracy rate of ninth-grade students significantly improves, they still show deficiencies in complex collocations. Compared with native speakers, junior high school students have considerable room for improvement in semantic and pragmatic mastery. This study provides an empirical basis for preposition teaching in junior high school English. It is recommended that teachers adopt targeted teaching strategies according to the characteristics of students in different grades, strengthen semantic discrimination and contextual application training of prepositions, and promote the dynamic development of students’ preposition acquisition.