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In any language, prepositions seem to have no logic to them. Often, the rules just have to be memorized. For example, in English, we say at home vs. in the house. Besides the subjunctive mood, perhaps one of the most challenging concepts for non-native Spanish speakers to master is understanding when to use por and when to use para – both translating to for in English. However, when it comes to the Spanish por and para, you're in luck! There are multiple rules to help you know which one to use.
InWhat Is Applied Cognitive Linguistics? Answers from Current SLA Research
Reexamining Por and Para in the Spanish Foreign Language Intermediate Classroom: A Usage-Based, Cognitive Linguistic Approach2018 •
The explanation about the use of english's preposition
Linguistic Portfolis
Difficulties in Learning Prepositions and Possible Solutions2012 •
Prepositions are notoriously difficult for English Language Learners to master due to the sheer number of them in the English language and their polysemous nature. Numerous analyses of the linguistic output of ELLs have revealed that prepositional errors of substitution, omission, and addition account for the majority of syntactic errors. Since prepositions present such an immense challenge for language learners, it is vital that teachers develop effective instructional methods. In this paper, we will analyze the traditional method of teaching prepositions, and evaluate alternative methods.
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CALL in ISLA: Promoting depth of processing of complex L2 Spanish “Para/Por” prepositions.2019 •
Despite the current curricular push for hybridization in language programs, research on ISLA provides little guidance as to what and how syllabus content can be migrated online. Cerezo, Caras, and Leow (2016) recently showed that videogames using guided induction (GI) can successfully promote robust learning outcomes and deep processing of a complex L2 grammatical structure, Spanish gustar constructions. This study addressed Cerezo et al.’s various limitations by comparing the effects of two videogame versions (GI vs. deductive instruction or DI) on both learning outcomes and processes of a lexically-driven, L2 form (Spanish para and por prepositions). Different from Cerezo et al. (2016), results showed no significant edge of GI over DI, suggesting that type of linguistic item might moderate the effectiveness of GI and that “one size may not fit all” in the hybridization of syllabus content. Beyond pedagogical and curricular implications, our discussion also focuses on the advantages and challenges of incorporating CALL in ISLA research.
The present study has explored reasons for the faulty usage of English prepositions by Pakistani students of grade-XIII. Twenty-five participants were given forty-eight Urdu sentences to translate. Their errors were noted and analyzed. The analysis was supported by two strategies: interviews with the participants, and contrastive analysis of the test items. The findings suggested that the learners had made mistakes because of three basic reasons: (1) Inter-lingual Correlations, (2) Superimposition of Personal Time Scale, and (3) Transfer. Inter-lingual Correlation refers to the literal translation of Urdu case markers/postpositions into English prepositions. Superimposition of Personal Time Scale specifies that the learners superimposed their personal time frame on the time frame of the text and remained confused about the use of since and for in the perfect progressive tenses. Transfer means that the learners translated the L1 sequences verbatim, in violation of the rules of L2 grammar. The researchers suggest that the teachers should avoid teaching prepositions by translating them into L1; they should help the learners memorize and use prepositions in as many diverse situations as possible; oral drills may also be helpful in this regard.
Journal of Pidgin and Creole Languages
Quiero para mi novio : Aspectual uses of para in Paraguayan Spanish2013 •
There is an extensive bibliography on the meanings of the Spanish prepositionparabut very little has been done to address the different traits that this form acquires in contact varieties of Spanish. Paraguayan Spanish exhibits a high incidence of an innovative use of the prepositionparathat has been attributed to contact with Guaraní: the ‘anticipated possession’ construction, which has similar characteristics to the Guaraní marker of prospective aspect-rã. Comparative data confirm the existence of a close correspondence between this innovative extension ofparaand the uses of-rã. We propose a process of grammatical replication (Heine & Kuteva 2005) by whichparahas acquired an aspectual function not evident in Standard Spanish. We show that the semantic and grammatical shift is motivated by specific intersecting semantic components ofparaand its Guaraní counterpart. We trace the path of grammaticalization from minor incipient uses to systemic contact-induced change, wherebyparadisca...
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