Embodied Analysis Of High School Students’ English Prepositional Acquisition

English writing is an output of language skill and thinking process that can demonstrate the comprehensive language qualities of English learners.However,the current situation of high school students’ English writing is not optimistic.English prepositions are used to connect nouns,pronouns and verbs grammatically.They are small in number and simple in form but complex in semantics and high frequency of use of English prepositions.The preposition is one of the three most difficult word classes in English learning.With the rise of cognitive linguistics in the 1980 s,linguists have begun to study language from the perspective of cognitive level and analyzed English prepositions from different perspectives.However,most researches are focused on the theoretical level,and the combination of practical teaching and research is still rare.In this study,students from two classes of a senior high school in Yanan were selected as the study subjects.The first semester mid-term evaluation composition was used as a text material.Based on the principle of error analysis,the thesis analyzes how high-level students’ English preposition acquisition was represented.It contains the types of English preposition errors and the proportion of each type,also the causes of English prepositions errors by senior high school students.Combining with the questionnaires,the thesis explores the causes of prepositional errors,analyzes the prepositions from the perspective of the theory of embodied cognition,and try to put forward embodied teaching strategies about English prepositions,in order to be able to bring some inspiration to English preposition teaching.Through the study,the following conclusions are drawn:1.The main types of misuse of English prepositions of senior high school students are: mismatching,misuse of fixed phrases,drop of prepositions,and redundancy.The main performances are:(1)Collocation errors account for the largest proportion.There are prepositions and verbs,nouns and adjectives collocation,the highest error rate is the use of nouns and adjectives with prepositions.(2)The second is the fixed phrases error rate.(3)The third is the default error rate,and it mainly focuses on the fact that students are affected by their mother tongue and ignore prepositions when they are translated into English.(4)The fourth is the redundancy of prepositions.This is mainly reflected in the fact that some students are influenced by the existing knowledge and overgeneralized the rules of English prepositions.2.The main causes of misuse of English prepositions by senior high school students are the lack of embodied cognition,mother tongue experience interference and non-verbal interference.3.The embodied teaching strategies of English prepositions mainly include: pay attention to the perceptual reduction and ontology experience,the experience and construction of image schema,the contextual interaction of meaning construction and the unity of knowledge,skill and emotion.