Context-based instruction of the present perfect tense in English second language classrooms

This quasi-experimental study examined the extent to which a context-based approach to grammar would influence the speed and accuracy of acquisition of the present perfect verb tense for adult learners of English as a second language. The 64 French speaking adults were studying English at an intermediate university level. Based on scores on the university's placement test, three intact groups were selected for experimentation. Two received 4.5 hours of either grammar embedded in sentences or in a larger discourse context. The control group received no formal grammar instruction. All groups were pretested, post-tested and delayed post-tested; gains in test scores were quantitatively analysed. It was found that formal instruction was beneficial but only as measured by Section A of the post test. Context-based instruction was not found to result in significantly improved test scores. Low scorers on the pretest performed best when instructed with grammar embedded in sentences.