| 中文摘要 | 第3-5页 |
| abstract | 第5-7页 |
| ChapterⅠ Introduction | 第12-15页 |
| 1.1 Background of the Research | 第12-13页 |
| 1.2 Purpose and Significance of the Study | 第13-14页 |
| 1.3 Overall Structure of the Thesis | 第14-15页 |
| ChapterⅡ Literature Review | 第15-33页 |
| 2.1 Definition of Key Terms | 第15-20页 |
| 2.1.1 Language Transfer | 第15-16页 |
| 2.1.2 Conceptual Transfer | 第16-20页 |
| 2.2 Theoretical Foundations | 第20-23页 |
| 2.2.1 Conceptual Transfer Theoretical Framework | 第21-22页 |
| 2.2.2 Image Schema Theory | 第22-23页 |
| 2.3 Relevant Studies on Conceptual Transfer of Prepositions Abroad and at Home | 第23-33页 |
| 2.3.1 Studies on Conceptual Transfer of Prepositions Abroad | 第23-27页 |
| 2.3.2 Studies on Conceptual Transfer of Prepositions at Home | 第27-33页 |
| ChapterⅢ Research Methodology | 第33-38页 |
| 3.1 Research Questions | 第33页 |
| 3.2 Research Participants | 第33-34页 |
| 3.3 Research Instruments | 第34-36页 |
| 3.3.1 Corpora Used in the Study | 第34-35页 |
| 3.3.2 Instrument for Data Processing | 第35-36页 |
| 3.4 Research Procedures | 第36-38页 |
| ChapterⅣ Results and Discussion | 第38-58页 |
| 4.1 Types of Conceptual Transfer in the Use of Prepositions | 第38-47页 |
| 4.1.1 Positive Conceptual Transfer at the Lexical Level | 第39-40页 |
| 4.1.2 Negative Conceptual Transfer at the Lexical Level | 第40-44页 |
| 4.1.3 Negative Conceptual Transfer at the Grammatical Level | 第44-47页 |
| 4.2 The Differences of Conceptual Transfer for Students with Three differentProficiency Levels | 第47-50页 |
| 4.2.1 One-way ANOVA of Positive Conceptual Transfer at the Lexical Levelfor Students with Different Proficiency Levels | 第47-48页 |
| 4.2.2 One-way ANOVA of Negative Conceptual Transfer at the Lexical Levelfor Students with Different Proficiency Levels | 第48页 |
| 4.2.3 One-way ANOVA of Negative Conceptual Transfer at the GrammaticalLevel for Students with Different Proficiency Levels | 第48-50页 |
| 4.3 Underlying Causes of Conceptual Transfer in the Use of Prepositions | 第50-58页 |
| 4.3.1 Causes of Positive Conceptual Transfer at the Lexical Level | 第51-52页 |
| 4.3.2 Causes of Negative Conceptual Transfer at the Lexical Level | 第52-55页 |
| 4.3.3 Causes of Negative Conceptual Transfer at the Grammatical Level | 第55-58页 |
| ChapterⅤ Conclusion | 第58-64页 |
| 5.1 Major Findings | 第58-60页 |
| 5.2 Suggestions for Teaching and Learning of English Prepositions | 第60-62页 |
| 5.3 Limitations of This Study and Suggestions for Future Research | 第62-64页 |
| References | 第64-68页 |
| Appendixes | 第68-75页 |
| Appendix1:The topic of composition by middle school students | 第68-71页 |
| Appendix2:Some instances of preposition in corpora | 第71-75页 |
| Acknowledgments | 第75页 |
