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【Abstract】This paper is a reflective work on an article in regards to the impact of the absence of grammatical tense in L1 on the acquisition of the tense-aspect system in English. The author will thoroughly explain the influence of tenseless L1 on the acquisition process of tense within L2 from a language transfer perspective and also provide teaching suggestions specifically for teaching Tense system to Chinese ESL/EFL learners.
【Key Words】Tenseless First Language; Tense-aspect System
【作者簡介】张子婵，天津财经大学珠江学院， 硕士，研究方向：第二语言习得，语言迁移现象，跨文化交际。
The acquisition of the English tense-aspect system has been proven to be difficult for non-native speakers by many ESL researchers. Despite the fact that all languages deal with time， researches has shown that the conceptual， cultural and grammatical divisions of time differ among language communities （Scovel， 1971; Hinkel， 1992）， which presents an additional level of complexity for L2 learners to comprehend the meaning and forms of tense. In a language like Chinese， tense is not morphologically encoded or specified. Therefore “speakers of Chinese may be faced with establishing an entirely new hypothesis of how time is used and referred to” （Hinkel， 1992） or encounter more difficulty with the usage English of tense. This paper will reflect on a scholarly work produced by Suying Yang and Yueyuan Huang in regards to the impact of the absence of grammatical tense in L1 on the acquisition of the tense-aspect system in English.
In the article Yang and Huang examine the acquisition of the English tense system by native Chinese at at different proficiency levels in order to find out how the absence of tense in Chinese and the learners’ initial tendencies interact to affect the learners’ acquisition of the tense-aspect system in English（Yang
【Key Words】Tenseless First Language; Tense-aspect System
【作者簡介】张子婵，天津财经大学珠江学院， 硕士，研究方向：第二语言习得，语言迁移现象，跨文化交际。
The acquisition of the English tense-aspect system has been proven to be difficult for non-native speakers by many ESL researchers. Despite the fact that all languages deal with time， researches has shown that the conceptual， cultural and grammatical divisions of time differ among language communities （Scovel， 1971; Hinkel， 1992）， which presents an additional level of complexity for L2 learners to comprehend the meaning and forms of tense. In a language like Chinese， tense is not morphologically encoded or specified. Therefore “speakers of Chinese may be faced with establishing an entirely new hypothesis of how time is used and referred to” （Hinkel， 1992） or encounter more difficulty with the usage English of tense. This paper will reflect on a scholarly work produced by Suying Yang and Yueyuan Huang in regards to the impact of the absence of grammatical tense in L1 on the acquisition of the tense-aspect system in English.
In the article Yang and Huang examine the acquisition of the English tense system by native Chinese at at different proficiency levels in order to find out how the absence of tense in Chinese and the learners’ initial tendencies interact to affect the learners’ acquisition of the tense-aspect system in English（Yang