本研究采用横断设计方案,以to、in、on、at、by、from六个介词为例,考察中国学生英语介词语义知识习得和发展的概貌。有两点新的发现:第一,从中等水平到高级偏低水平发展明显,而从高级偏低水平到高级水平发展虽然明显但并不均衡,同一水平组对不同介词词义知识的掌握有较大差异。各水平组对in、from和to的掌握和运用尚可,而对at、on和by则差些。第二,随着语言水平提高,受试能够区分介词的核心义和非核心义,其介词语义联系意识有所增强。 This study adopts a cross-sectional design scheme, taking the six prepositions of to, in, on, at, by, and from as examples to investigate the general situation of Chinese students’ acquisition and development of semantic knowledge of English prepositions. There are two new discoveries: First, the development from the medium level to the high-level low-level obviously develops, while the development from the high-level low level to the high-level level is obvious but not balanced. The same level group has more mastery over the lexical knowledge of different prepositions Big difference. The level of group in, from and to grasp and use is acceptable, but at, on and by are worse. Second, with the improvement of language proficiency, subjects can distinguish between the core and non-core meaning of prepositions, and their prepositional semantic relationship awareness has been enhanced.