Cognitive linguistics provides a valuable framework for examining how learners of English comprehend and utilize verb aspects, including progressive, perfective, and habitual forms. Traditional grammar instruction often prioritizes form and accuracy, frequently overlooking the conceptual foundations essential for a nuanced understanding of these aspects. This paper posits that a cognitive linguistic approach can significantly enhance the teaching of English verb aspects by focusing on learners’ conceptualization of time and events. The discussion draws on research concerning cognitive models, cross-linguistic influence, and language pedagogy to illustrate how integrating cognitive principles in the classroom can support learners in achieving both grammatical precision and a deeper conceptual awareness of verb aspects. By exploring the cognitive mechanisms underlying language use, educators can help learners navigate the complexities of aspectual distinctions more effectively, fostering improved communicative competence. Ultimately, this paper concludes with pedagogical recommendations rooted in cognitive linguistics, advocating for strategies that promote a holistic approach to teaching English verb aspects. These strategies emphasize the importance of linking linguistic forms to learners’ cognitive experiences through methods such as conceptual metaphors, event segmentation, and consciousness-raising activities. By creating an environment that encourages exploration and internalization of the conceptual dimensions of verb usage, educators can facilitate a more integrated and effective language learning experience, equipping learners with the tools they need to use verb aspects accurately and meaningfully in real-world contexts