¶ … Perfect When it comes to present perfect, it is important to note that the tenses of verbs and the specificity via which a prior event is describe is pivotal. Indeed, under the present perfect paradigm, it is important to use the words "has" or "have" but one would not be more specific than that when it comes to the timing of the event as that would be outside the present prefect framework. For example, to say that "I have seen that movie about ten times" would be an example of present perfect. For someone to say "I saw that movie last week" would not be (English Page, 2016).

The language of English is one of the most widely spoken languages in the world. However, it is also one of the toughest to learn. Because so many parts of the world use English as a primary or supplementary language, it is very important to learn the language and learn it well. Just one of the methods and options to help learn the English language and to teach it to others is to use the present perfect method when it comes to verb tenses. As noted in the abstract, present perfect relates to how to word the recitation of events that have happened in the past. Also as noted in the abstract, specificity is actually not preferred or desired when it comes to using present perfect. Instead, there should be a general reference to the fact that it was in the past but without naming specific times, dates and so forth. So long as one is using "have" or "has" to describe an event in the past, that is point of using present perfect and using it properly. It can be challenging to aggravating for people that are new to English to learn this concept but the use of verb tenses is such a huge part of knowing English well that skipping it is less than wise. It is true that many cultures and peoples structure their languages in entirely different ways (e.g. the Chinese and most other Asian cultures) but the way English is done is obviously different and this includes all areas of the world that speak it including the United States, Canada, Australia and the United Kingdom, just to name a few. Just a few of the examples and paradigms that one can utilize present perfect within is experience, changes over time, accomplishments, a pending action that has not been completed and multiple actions that occur at different times. Also important to absorb and use well is how to properly place adverbs in a sentence that has them and the use of active voice versus the use of passive voice. When it comes to speaking in English and in scholarly writing in particular, active voice is highly preferred and desired. One should realize that the present perfect system is normally limited to non-continuous verbs rather than mixed verbs. Lastly, changing the words in a sentence ever so slightly can change the entire meaning. For example, "in the last year" and "last year" are quite similar but they do not remotely mean the same thing.

Annotated Bibliography

Ayoun, D., & Salaberry, M. R. (2008). Acquisition of English Tense-Aspect Morphology by Advanced French Instructed Learners. Language Learning, 555-95.

• This treatise makes reference to and covers the tense/aspect relationship and how this then translates into morphology, which is a structure shared by many languages around the world. Indeed, many languages are linked. However, acquiring English skills, irrespective of the prior language the person knows, can be hard.

• This fits into the project because the focus is errors in tense usage when it comes to ELL learners. In this case, those ELL learners are French-speakers and there are obviously some commonalities between the languages. However, verb tensing is just one area where it can be quite different and strange to a new learner.

Cohen, A. D. (1975). Error Correction and the Training of Language Teachers. The Modern

Language Journal,

When those errors occur, it is important not only to identify them and offer feedback. On top of that, the feedback and error correction must be done in the right way. When it comes to training and preparing language teachers, this is indeed one of the major topics that can and should be taught and imparted to the teachers-to-be.
• This fits into the project because many of the errors to be made will center on verbs and the wrong tense being used. When these verb tense errors happen, they must be corrected and be corrected immediately so that no bad habits are allowed to fester in any ELL student. As they say, bad habits are hard to break.

Cohen, A. D., & Robbins, M. (1976). Toward Assessing Interlanguage Performance: The

Relationship Between Selected Errors, Learners' Characteristics, And Learners' Explanations. Language Learning, 45-66

• Yet another article that pertains to errors being made when learning and mastering a new language. Of course, there are a number of important details that matter when it comes to students and the struggles and errors they make. The errors being made, the characteristics of the learners and the explanations that learners offer are all relevant, in addition to the teacher training and methods as described in the last source.

• This is a furthering and expanding on the same topic as the other Cohen source. Indeed, every error and every person making an error is unique. Even if the error seems the same, the thought process that led to the error, how the person will process that error and what can be done to correct the error will be at least a little different in all situations.

Corder, S. P. (1975). Error Analysis, Interlanguage and Second Language Acquisition. Language

Teaching LTA, 201.

• Corder's work centers on the errors that are made by ELL learner. Corder's analysis was quite deep and include the significance of the errors, the dialects and speech traits of the language learner's native language and so forth.

• This line of thought as mentioned above makes complete sense. The first language spoken by someone in an ELL/ESL class matters a great deal. It sets the stage for how acclimated they are to the English language based in large part on how similar their native language is to English. If they are from a European country or any country that derived from the same languages that English came from, then the learning curve will not be nearly as sharp. However, Asian and other cultures with very different dialects would have people coming from them that would struggle a lot more.

Hinkel, E. (1992). L2 Tense and Time Reference. TESOL Quarterly,, 557.

• Hinkel conducted a study whereby about 130 ESL students were asked to describe the meanings of the different English tenses in terms of the time concepts that they gleaned from ESL grammar texts. The results of that study indicate that using time-weighted verbiage when it comes to teaching ESL students can actually act as a limiter and a hindrance to the students rather than help them. To be specific, it can limit comprehension of the learner.

• This is another important lesson to hold true. Even if the general mission of teaching an ELL student the proper tensing and such is noble, doing the teaching the wrong way can learn to perceptual errors being made and this can confuse the learners and lead to bad…