Although a small proportion of English language is taken by prepositions, they play an important function. Foreign language learners fail to learn them and show difficulties in using propositions correctly. This quantitative study aimed to examine the effectiveness of Image schema method in helping intermediate Kurdish students in learning ten English prepositions including in, on, at, to, behind, in front of, between, beside, over and under. 100 intermediate EFL Kurdish learners within the age range of 18 to 20 from Lebanese French University in Kurdistan, Iraq made the participants of the present study. An Oxford Placement Test (OPT) was administered in order to have relatively two homogenous groups regarding their language proficiency. Based on the results, the students whose scores were +_1 standard deviation above or blow of the mean score were selected as the members of the two groups namely, one experimental and one control groups (50 in each group). To assess the participants' learning and retention before and after the intervention, a pretest and a posttest were employed. The findings of statistical analysis revealed that Image schema method had a greater impact on English preposition learning in comparison with rote learning. Thus, the present study has some pedagogical implications for English language instructors in Iraq to be aware of cognitive linguistic usage as a frequent practice in the EFL classroom. Manuscript profile

The aim of the current study was to examine the effectiveness of data-driven learning (DDL) method in helping pre-intermediate Kurdish students in learning six English prepositions, which were in, on, at, to, behind, in front of, between, beside, over and under. The participants of the study were 100 intermediate EFL Kurdish learners aged 18 to 20 from Lebanese French University in Kurdistan, Iraq. The participants were divided into two groups, one experimental and control group (50 in each group). The present research adopted a quantitative research as a quasi-experimental research which was fulfilled in the form of pretest and a posttest. The uniformity of the EFL students was ensured using the Oxford Placement Test (OPT). The researcher created the pretest and posttest in this study to assess the participants' learning and retention before and after the intervention. The results revealed that DLL method had a greater impact on English preposition learning in comparison with rote learning. Thus, this study has some pedagogical implications for English language teachers in Iraq to be aware of cognitive linguistic usage as a frequent practice in the EFL classroom. Manuscript profile