简单介词、复杂介词；自由介词、附着介词；也有探讨者对上述的分类做了进一步的细分，例如夸克将简单介词分为单音节介词、多音节介词等等。与汉语介词相比，英语介词相对复杂，因此，英语论文网站，准确把握介词并且能熟练使用，对英语学习者来说至关重要。
Chapter 1 Introduction引言
本文试图从中国学习者英语语料库（CLEC）收集的英语介词的错误进行了定量和定性的探讨。由科德的错误略论（EA）的理论，提出在20世纪70年代，和跨语言（IL），Selinker建立在SLA中定义，在他的文章语言间于1974年，英语论文范文，是基础探讨的。This thesis attempts to conduct a quantitative and qualitative research on the error ofEnglish preposition collected from Chinese Learner English Corpus (CLEC). The theoryof Error Analysis (EA), put forward by Corder in 1970s，and inter-language (IL), whichSelinker established the definition in the SLA in his article Inter-language in 1974, areemployed to be the foundation of the study. The author, with the assistance of softwareAntConc3.2.1 (2017) and simulation data software Matlab, tries to find out the features ofpreposition errors by Chinese learners. Finally, the author presents the causes of errors andprovides some pedagogical suggestions concerning English proposition acquisition inthesis.
1.1 Research Background探讨背景
In recent decades, many researches about English preposition have been made. Forinstance, Yang huizhong (2017) gave the general introduction and conducted a contrastiveanalysis of prepositions utilized by Chinese learners. In his research, he came toconclusions as following:First, both Chinese learners and native speakers are similar in the frequency ofutilizing English preposition.Second, he found that there exists overuse of prepositions, such as at, of, without, etc.and under use of them, such as under, until, with, etc. in CLEC.Third, he suggested that the collocation of prepositions is a good approach to masterthem.Mao Zhihui (2017) conducted a research on the spatial metaphorical meaning of theword “with” from cognitive perspective. By doing the research, the author presentedfunctions of human's experience and cognitive process in building abstract meanings.Peng Yuan (2017) conducted the error analysis and contrastive analysis of the prepositionsused by English learners in writings of CET-4 and CET-6. She found out the majorityprepositions used by the learners, and discussed some factors behind simple prepositionalerrors such as LI-related factors, L2-related factors, cognitive factors, and factors relevantto pedagogical strategies. Huang Meihong (2017) did research on the grammaticalfunction, semantics and translation of English prepositions. She concluded that thespecific meaning of an English preposition only be based on the context in the translation.Huang Haiyan & Li Ying (2017) conducted a research on the metaphorical transfer andimage schema of the word “on” form the perspective of cognitive analysis. Wang Ying(2017) made contrastive analysis of high frequency prepositions in Chinese learners'English writing. His research revealed that there are no significant difference in the overallfrequency of the prepositions through comparison of the data from CLEC and Brown, andprovided some causes of overusing (e.g. to, about) and under-using (e.g. of, as, with, by)of prepositions.Previous researches are mainly conducted in two ways. Firstly, they put emphasis onthe research of a certain specific word，such as the study of “with’’，“on” ect. Secondly,they focus on the research of English prepositions based on certain one sub-corpus ofCLEC; and the researchers mainly employed the contrastiv
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