Error for English L2 learners at all levels, which signals the need for a central focus on establishing form-meaningconnections. A wise strategy would be the application of deliberate simplification of the linguistic material only torectify it at later stages. Therefore, this study aimed to explore the ways to benefit from the distance as ametaphorical link between the past and present for its facilitation effect on learning the present, past and presentperfect tenses. The distance was elaborated numerically and visually but the elaboration was kept to be minimum.The links were created between the visual and numerical cues and the target forms through shared partial similaritiesto help associate the temporal meanings with the auxiliary forms of ‘be’ and ‘do’, and the inflection markers of ‘-ed’and -s.In a nonequivalent comparison-group design, ANCOVA and Kruskas-Wallis revealed the experimental group’ssignificantly better performance in tense-aspect distinctions as regards temporal meanings. The results haveimplications for both temporal and nontemporal meanings (e.g. temporal, social or psychological distances). Beingvisual and numerical, cues can be universally applied to diverse contexts.
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(Author: Buğra Zengin