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ELT Journal 1996 50(3):225-236; doi:10.1093/elt/50.3.225
© 1996 by Oxford University Press
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Prepositions: meaning and method

Seth Lindstromberg

Teaches at Hilderstone College, Broadstairs, Kent, and is editor of the Pilgrims Longman Teacher's Resource Books series. He was general editor of The Recipe Book (Longman 1990) and The Standby Book (Cambridge University Press 1996). With Tessa Woodward he is co-author of Planning from Lesson to Lesson (Longman 1995).

This article outlines a new approach to teaching prepositions and directional adverbs based on work by Brugman (1981) and Lakoff (1987). The approach runs counter to the theories of word meaning which underlie virtually every aspect of the treatment of prepositions in ELT generally. In particular, it is almost diametrically opposed to that described in influential examples of the corpus-based, lexical phrase approach (e. g. Sinclair 1987; Nattinger and DeCarrico 1992). The article aims to familiarize readers with the gist of prototype semantics as applied to prepositions, and to suggest pedagogical (including lexicographic) applications and benefits. The argument is developed primarily with reference to the word on.


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 Language Teaching ResearchHome page
S. Morimoto and S. Loewen
A comparison of the effects of image-schema-based instruction and translation-based instruction on the acquisition of L2 polysemous words
Language Teaching Research, July 1, 2007; 11(3): 347 - 372.
[Abstract] [PDF]


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