Introduction Tense and the various elements of tense have been the topic for several researches and studies, and the research findings and results in these aspects of syntax have been numerous. However, the specific studies and analyses on the specific topic of morphosyntactic development of tense marking in children or second language learners or native speakers in various languages, such as Chinese, Spanish English, Russian , Dutch and some other languages that lack tense syntactic morphology and have tense ones have been found limited. Any research on these aspects of tense and syntax needs to get prominent significance as it will commence more detailed studies on the topic. Therefore, a research investigation covering these pertinent areas of tense and syntax has been the interest of this paper. Also, it is important that such an analysis covers discussions on tenses in various languages and compares those differences among them and arguments covering the relationship between tense and agreement or tense and clause structure. In this paper, an effort to look into various aspects of tense and morphosyntactic development of tense marking in children or second language learners or native speakers in various languages is initiated. The scope for the paper is very vast and the investigation into tense marking and time reference through tense in different languages proves the validity of an investigation in the area. This annotated bibliography paper covers a detailed summary of some of the most relevant sources for the development of the paper. It is followed by a critical summary of two major articles that are crucial to the paper. Annotated Bibliography Shahbaz Arif, Cognitive Neuroscience in Second Language Acquisition. Web. A remarkable contribution to morphosyntactic development the study of tense markers has been the article by Arif which conducts an extensive investigation of the morphosyntactic development of the English verb. The significance of this study is that it “examines whether or not the cognitive neuroscience has any role in the acquisition of the inflectional category by L2 learners from the beginning, that is, if the functional category I exists in L2 grammars from the earliest stages which is guided by some pre-programmed sequence guided by mental cognition.” (Arif) The area of investigation related to tense marker in the background of second language children becomes very much important to the analysis on the topic, proving the validity of the article for the purpose of the paper. Morphosyntactic Interfaces in Spanish L2 Acquisition: the Case of Aspectual Differences between Indefinido and Imperfecto , by Díaz, Lourdes et al. Web. Among the various materials available on the morphosyntactic development of tense marking, the research paper by Lourdes Díaz et al remains one of high recognition. The paper remarkably presents a preliminary analysis of experimental written data from 56 subjects at two different levels and the data ‘show how learners with typologically different L1s, such as German, English, Japanese, Chinese, French, Brazilian Portuguese, Russian, Polish and Slovakian, acquire Spanish Imperfecto and Indefinido t