THE PAST SIMPLE TENSE IN ENGLISH GRAMMAR: A COMPARATIVE ANALYTICAL REVIEW OF MAJOR PEDAGOGICAL APPROACHES

Abstract

This article presents a comparative and analytical study of the Past Simple tense in English grammar based on the perspectives of leading pedagogical grammarians, including Raymond Murphy, Betty Schrampfer Azar, Michael Swan, as well as Oxford and Cambridge grammar traditions. The paper examines how the Past Simple tense is conceptualized in terms of form, meaning, and use, with particular attention to time reference, aspectual meaning, and pedagogical presentation. By analyzing these approaches sequentially, the study identifies both shared principles and methodological differences. The findings underline the importance of combining formal accuracy with contextual and communicative interpretation in the teaching and learning of the Past Simple tense. The article concludes with generalizations relevant to grammar instruction and applied linguistics research.