Abstract:
This study examined the difficulties encountered by Kikuyu L1 speakers in the acquisition l.; English prepositions. This followed a high incidence of learners‘ errors in these language elements creating the need to seek an explanation. The Kenya National Examinations Council and the Kenya institute of Education have singled out English prepositions as one of the most difficult parts of speech to learn in the English language. The study sought to identify the specific areas of difficulty in the grammar of English prepositions and the Factors leading to the difficulties and subsequently, to recommend appropriate remedies to this situation. The Contrastive Analysis Hypothesis. Eckman‘s Markedness Differential Hypothesis and Krashen“s Monitor Model were employed in explaining the learners‘ errors. The Creative Construction Hypothesis provided the theoretical hasis on which the acquisition order of English prepositions among the learners was worked out. A written test on the correct use of prepositions was administered to students of English in upper primary schools in Nyeri District. Such schools were selected using the purposeful sampling procedure. Random sampling was applied in the selection 0|‘ the pupils. The data collected was analysed using descriptive and inferential statistical tools such as the t-test. The results will promote the teaching approaches and learning outcomes of English in Kenya and constitute additional knowledge in second language acquisition. The research found that English prepositions differ with respect to difficult levels. The levels of preposition difficulty found manifested a positive correlation with the extent of variance between the learners" first language and English language. The study also found evidence of a general acquisition order of English prepositions Tor the In Kikuyu speakers.
