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The present work aims to show a variety of teaching methods of Italian prepositions to Polish students. The study is based on cognitive linguistics, or, more specifically, Cognitive Grammar (Langacker, 1987) and one its key notions—imagery. One of the difficulties in learning Italian prepositions by Polish students is the differences between the two linguistic systems, which express the same relations by means of different lexical structures. An application of cognitive linguistics in teaching can, in many cases, help students understand the sources of these differences and, consequently, learn the uses of prepositions in Italian despite the fact that the corresponding Polish structures frequently do not include prepositions. The most common methods of teaching Italian prepositions, while not always effective, are based on the classification of objects and adverbials which a given preposition introduces. This research aims to present a different means of explaining the link created by a preposition based on human cognitive abilities. The chapter will examine several examples of phrases and sentences containing prepositional expressions that cause considerable difficulties for Polish students. Finally, it will highlight the need to improve the classical methods of teaching prepositions, making an important contribution to the field of language teaching. |
