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In:Theoretical Issues in Second Language Research: Challenges and new directions
Edited by Junya Fukuta, John Matthews and Shigenori Wakabayashi
[Studies in Bilingualism 69] 2026
► pp. 174–188

Chapter 8
Beyond word learning

Where L2 vocabulary acquisition meets visual word recognition

 | Doshisha University
This content is being prepared for publication; it may be subject to changes.
Abstract
Research on second language (L2) vocabulary acquisition typically involves experimental and control conditions in which learners are exposed to unfamiliar words, either intentionally or incidentally. Their retention of these to-be-learned items is subsequently assessed. A variety of test formats have been employed in previous studies, including L2 word recognition, multiple-choice tests (e.g., matching L2 words with their first language [L1] equivalents or vice versa), and word translation tests (L2 to L1 or L1 to L2). But what exactly do these tests measure? What are the theoretical foundations for using these formats? This chapter critically examines the relationship between learning and assessment in previous L2 vocabulary acquisition research. It also introduces a promising theoretical framework and assessment approach grounded in psychology: the distinction between lexical configuration and lexical engagement, along with the prime lexicality effect observed through the masked form-priming paradigm.
Article outline
  • 1.Introduction
  • 2.L2 vocabulary acquisition: Insights from psychology research
    • 2.1Vocabulary research in SLA/applied linguistics and psychology
    • 2.2Lexical configuration and lexical engagement
    • 2.3Visual word recognition research in psychology
    • 2.4PLE as an index of new word lexicalization
    • 2.5Current status and future directions
  • 3.Conclusion
  • Notes
  • References
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