A Componential Analysis of the English Preposition “In” and the Chinese Preposition “Zai”

Prepositions are essential linguistic elements that convey both grammatical and semantic functions, particularly in representing spatial and temporal configurations. However, they present significant challenges in second language acquisition, especially for Chinese learners of English. This study employs a componential analysis to investigate the semantic properties of the English preposition “in” and the Chinese preposition “zai” from a cognitive semantic perspective. Definitions of the two prepositions were systematically collected from authoritative English and Chinese dictionaries and analyzed based on semantic components, including force dynamics, ground and figure geometry, and containment configuration. The results reveal three shared semantic components between “in” and “zai,” corresponding to spatial, temporal, and manner-based relations. However, distinct componential combinations emerged in the other definitions, with “in” showing 18 more uses than “zai.” These differences highlight variations in construal and metaphorical extensions across the two languages. The findings indicate that the broader semantic range and increased metaphorical uses of “in” complicate English preposition acquisition for Chinese learners. The study concludes that effective teaching strategies should go beyond collocation-focused approaches and address the cognitive semantic differences between L1 and L2 prepositions. Enhancing learners’ metaphor awareness and understanding of cross-linguistic conceptual frameworks can help bridge these gaps. The results offer theoretical insights into prepositional semantics and practical recommendations for improving EFL pedagogy.