Variation Between the Simple Past and the Present Perfect and its Pedagogical Implications

Evidence is presented to demonstrate that approximately 80 percent of
prescribed uses of the present perfect in North American English may enter
into variation with the simple past, thus giving the latter a considerably greater
functional load than the present perfect. Further data from British English and
English used in the press of other countries manifests this same variation but
at much reduced frequency levels. It is suggested that such a marked difference
between prescriptive and contemporary English should have interesting
pedagogical implications. These will vary according to the many variables
related to teaching and learning situations. In cases where examinations
necessitate a prescriptive approach, such implications will be minimal. Where
the purpose is to minimize the learning load and at the same time enable
students to acquire an ability to use everyday language, the findings may be
fully reflected in the syllabus. Between these two extremes, a variety of options
are available to teachers .