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"I am sorry, I don't understand 'temporary repeated action', and why you have said 'Present consequence of a completed event in the past at an unspecified time or a state which commenced at a point of time in the past and continues until the present time and in all likelihood will continue into the future time?' I haven't understood. Please help me!"

Language Teaching is the essential research resource for language professionals providing a rich and expert overview of research in the field of second-language teaching and learning. It offers critical survey articles of recent research on specific topics, second and foreign languages and countries, and invites original research articles reporting on replication studies and meta-analyses. The journal also includes regional surveys of outstanding doctoral dissertations, topic-based research timelines, theme-based research agendas, and recent plenary conference speeches. Research-in-progress reports, themed comparative book review articles and a list of publications received complement the content of each issue. A thorough peer-reviewing procedure applies to both the commissioned and the unsolicited articles. 

Time lines are diagrams used to represent the relationship between a verb tense and time.

Use this lesson with A2 level learners to provide students with an insight into Shakespeare’s life.

If you teach young learners who are all the same age and live in the same town, opportunities for sharing and comparing life experiences can feel more limited than they would be in a multi-national class of adult learners.

Use this lesson plan about the First World War with B2 learners to practise war-related vocabulary.