Error Analysis and English Prepositions Learning Strategy of Sudanese EFL Leaners

Abstract: This study aimed to investigate the learning strategy of English preposition
proficiency of Sudanese EFL Learners. The participants of the study were 50 intermediate year
students chosen randomly from the School of Management Studies, Khartoum University. The
participants enrolled in a pre- intermediate general English language course for two semesters.
Written and oral samples were taken at the end of the first and second semesters, respectively.
Errors were grouped into three types: omission, addition and substitution. Errors were
analyzed in terms of performance mistakes, negative transfer, and overgeneralization. The
main findings of the study indicated significant differences in the strategy of learning English
prepositions between the first and second semesters. The study showed that the students were
progressing well in their learning of English prepositions. It also, revealed that female students
achieved better learning strategies in learning English prepositions compared to male students
in both written and oral productions in the two semesters.