Theoretical foundations of tense and aspect applied in teaching: reducing cognitive overload in EFL classrooms

Abstract

This study explores whether teaching verb grammar by emphasizing tense-aspect distinctions, rather than the traditional 12-tense model used in EFL classrooms, offers advantages for teachers and students, contributing to the broader discussion on reduction of cognitive load in mastering English tense system and bridging the gap between theoretical and pedagogical grammar. Our experiment involved a presentation that introduced students to the distinctions between tense (present, past, future) and aspect (progressive, perfective) through a compositional approach, combining tense with one aspect at a time, followed by brief practice. To measure learning outcomes, we conducted a pretest four weeks before the classroom presentation, a posttest the same day, and a delayed posttest four weeks after the presentation. A questionnaire was also distributed to get learners’ feedback about the presentation. The results suggest that our proposed instructional model benefits early EFL learners of grammar by improving their understanding of tense and aspect through reduced cognitive overload. However, more advanced students already exposed to the traditional 12-tense model showed less improvement. These findings highlight the need for an overall shift away from the traditional 12-tense model, but with a gradual instructional transition for experienced learners.