This study presents a new approach to tense-aspect teaching from the perspective of Cognitive
Linguistics. Its aims are twofold: first to provide a coherent account of the English
tense-aspect system. To this end a synthesis of Langacker's Cognitive Grammar theory and
Fauconnier's Mental Space approach will be put forward. Second to test the applicability and
effectiveness of CL-informed learning materials in the language classroom. For that purpose an
empirical analysis was conducted involving German students of English at an upper-intermediate
level. The study therefore addresses linguists and language teachers alike.
