概念迁移视角下中国英语学习者介词误用及分析——以介词at，on，in为例
On the Misuse of Prepositions by Chinese English Learners from Perspective of Conceptual Transfer—A Case Study of “at”, “on” and “in”

本研究基于英语学习概念迁移框架，以词汇概念迁移为切入点，通过统计分析“中国英语学习者语料库”(CLEC)中大学生介词at、on、in的误用实例，考察了母语概念负迁移对英语介词使用产生的影响。研究发现，中国大学生对介词at、on、in的偏误使用主要受到了汉语中“在”、“上”、“里”所表征概念迁移的影响，具有一定的规律性和独特性，这在很大程度上验证了概念迁移假说和英语学习概念迁移框架的可行性。最后基于研究发现，本文从概念迁移视角对大学英语介词教学提出了两点建议：一是提高语言输入频次；二是引入概念型教学，以期促进概念迁移理论在介词教学中的应用。
Based on Conceptual Transfer Framework in English Learning, this study investigates the negative influence of conceptual differences between Chinese and English on “at”, “on” and “in” produced by Chinese EFL learners with the help of the data in the Chinese Corpus of English Learners. With the discussion in terms of lexical transfer, it’s found that the negative conceptual transfer made by Chinese college students was mainly influenced by the conceptual transfer of “Zai”, “Shang” and “Li” in Chinese, which has certain regularity and uniqueness. Besides, the finding supports the development of the conceptual transfer hypothesis and the conceptual transfer framework. Finally, from the conceptual transfer perspective, two suggestions on Chinese English learners’ preposition acquisition are presented, including: 1) increasing the frequency of language input and 2) introducing concept-based teaching, with a view to promoting the application of conceptual transfer theory in the teaching of prepositions.