Understanding Grammar Proceduralizing Through Skill Acquisition Theory:
A Case Study of the Irregular Verb “Bought”
Keywords:
grammar acquisition, Skill Acquisition Theory, past tense, irregular verbs, EFL, proceduralizationAbstract
Grammar acquisition is an essential aspect of second-language learning, particularly in contexts where learners must transition from conscious rule application to fluent, automatic use. Skill Acquisition Theory (SAT) provides a powerful framework for analyzing this transformation by emphasizing the progression from declarative to procedural knowledge. This self-study explores the acquisition of the irregular past-tense verb “bought,” using SAT as its theoretical foundation. Through reflective journals, structured practice sessions, and diagnostic tasks, this research examines the challenges, learning processes, and cognitive transitions experienced during grammar proceduralizing. Findings reveal the crucial roles of distributed practice, contextualized use, and reduced cognitive load in enabling the automation of irregular verb forms. The study provides insights into instructional strategies to enhance grammar instruction in Indonesian EFL classrooms.
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