A Comprative Study Of The Structural And Comprative Approaches In Teaching The Collectional Using Of Prepostions To Secondary School Students.

Studies of error analysis on subjeots fromrndifferent languB.ge baokgrounds hp.ve shown thatrnthe appropriate use of prepositions mRrks one ofrnthe ma jor areas of diffioulty of students learningrnEnglish as a foreign language .rnIn this study, an attempt was made torndetermine the relative effeotiveness of thernstruotural I'I.nd the communioative aT1~roR()hes inrnteaohing the different oollooatio~l'I.l uses of thernnine most frequently used one-word prepositionsrnin English. A total of 120 grade nine studentsrnrandomly sampled f r om Yekatit 12 ComprehensivernSeoondary Sohool oomprised the population ofrnthe experiment. These were di vide c1. into fourrngroups . Groups I and II made up tbe Control andrnGroups III and IV the Experimental Grou!ls.rnA pretest was auministered to al l the fOllrrngroups to find out wh ether or not the subjeotsrnhad marked di fferences in thej.r leve: of rnasteryrnof the uses of the prepositions. A two-tRile1 trntest At a significance level of 0.05, nnd 120rndegrees of fr Eedom was performed onche level ofrncontrasting pairs and aggreg~te gr oups. ?indingsrnshowed no signifioant differenoes indic3.tingrnthat the s2111pled studcnts h"d more or lessrnequal knowledge of the uses of pr ep~sit ions.rnTwo sets of teaching lllPterials werernprepared along the lines of the principles ofrnthe structurl'!l and the communicative I'I.pPl'oachesrnfor the Control I

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