As I said, the definition of fluency is subject to much debate. It merits its own thread. The point about this thread is still the same: irregular verbs have got to be learnt and there are different ways of helping students accomplish the task. So

My kids are 3 and 5, completely fluent in English, but, like many kids of their age, frequently regularise verbs, both in English and their mother tongue. Classroom time is a limited resource and would be better spent learning rules that can be

Thanks CJ, I think we are actually saying the same thing. It works best when students see the verbs in context. That's when I use the Dictionary of Irregular Verbs because the quotations provide various different contexts, all of which are

Considering them a barrier is not really a matter of choice. It is a fact. In the same way that if you speak language A and want to communicate with a person who speaks language B, then the lack of knowledge of language B is a barrier to your

The best methods I have found not just to memorise them, but also to understand the verbs are listed here: http://www.englishforums.com/English/BestWaysLearnIrregularVerbs/gxpvz/post.htm

I'm the unregistered person who posted the question. The fact is I find that each of these can serve in different circumstances. Learning the verbs and their irregular past tenses is something anyone can do: it is just that each person has