A Contrastive Error Analysis of English Preposition Acquisition: Investigating Gender and L1 Interference in EFL Context

Abstract

Mastering English prepositions presents a persistent challenge for Saudi EFL learners, largely due to structural and semantic differences between Arabic and English. Despite formal instruction, learners frequently commit errors in prepositional usage, which can hinder overall language proficiency and academic performance. This study aims to investigate the extent to which first language (L1) interference contributes to these errors and to explore whether gender plays a role in prepositional accuracy. The research involved 40 second-year English major students from Majmaah University, using a two-part test (multiple-choice and short-answer) and semi-structured interviews. Quantitative analysis revealed that many errors stemmed from negative transfer from Arabic, especially in cases where Arabic prepositions appear similar but differ in function. Qualitative data confirmed that learners often rely on direct translation and struggle due to limited exposure and insufficient instruction. The findings highlight the need for contrastive teaching approaches and contextualized practice to reduce L1 interference. Implications include revising curriculum design to emphasize prepositional distinctions and integrating targeted support for learners at lower proficiency levels.