Abstract
The English tense-aspect system is one of the most prominent and challenging areas of English language grammar for both EFL teachers and learners. The hardships in teaching and learning this system have led many researchers to look for and come up with new approaches and models for tackling them. Likewise, this study proposes representational gestures, which utilize a bunch of movements of the hands as conceptual metaphors related to time to represent the tenses and aspects of English language, as a facilitating tool for both EFL learners and teachers. Representational gestures have been devised to make up for the shortcomings of timelines. Two groups of learners participated in this study which took part in ten 45- minute intensive grammar sessions of instruction: the first group was taught the tenses and aspects through RGs. The second group, however, underwent the conventional instruction (timelines) to learn the same grammatical points. An analysis through 2- Proportion Test revealed that the first group outperformed the second regarding tense/aspect use in a number of ways.
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