Abstract
Previous research on second language learning has proven beyond doubt that grammatical knowledge plays an important role in second language (L2) competence and fluency. While the acquisition of grammatical knowledge relies heavily on explicit instructions and conscious learning, automaticity is considered as a higher level where the learners are able to use the proceduralized knowledge in their language output without effortful formulation of grammatical structures. There has been a belief that automaticity occurs when the declarative knowledge is “transformed” into procedural knowledge. Unfortunately, there are conditions on which this transformation process depends, among them being the effectiveness of explicit and implicit knowledge and instruction, the L2 learning environment, the critical period, and others. Research literature on automaticity in grammar learning calls for more longitudinal studies that can observe and examine how, and how much, L2 grammar knowledge is proceduralized and automatized in the long run.