815031271 03 01 01 JB John Benjamins Publishing Company 01 JB code SiBil 69 Eb 15 9789027243249 06 10.1075/sibil.69 DG 002 02 01 SiBil 02 0928-1533 Studies in Bilingualism 69 01 sibil.69 01 https://benjamins.com 02 https://benjamins.com/catalog/sibil.69 1 B01 Junya Fukuta Fukuta, Junya Junya Fukuta Gakushuin University 2 B01 John Matthews Matthews, John John Matthews Chuo University 3 B01 Shigenori Wakabayashi Wakabayashi, Shigenori Shigenori Wakabayashi Chuo University 01 eng 246 xiii 232 + index LAN009070 v.2006 CFDC 2 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.BIL Multilingualism 24 JB Subject Scheme LIN.PSYLIN Psycholinguistics 24 JB Subject Scheme LIN.THEOR Theoretical linguistics 06 01 This edited volume offers a systematic and critical examination of how theories in second language acquisition have been formulated, justified, and sustained, with particular attention to their status as explanatory accounts. Rather than introducing theories in isolation, the chapters revisit influential hypotheses and frameworks across linguistic, psycholinguistic, and cognitive approaches, asking what they genuinely explain, what assumptions they rely on, and where their limits lie. The book brings together multiple interdisciplinary perspectives, unified by a shared concern with theory construction and evaluation. Its aim is not to propose a single new model, but to sharpen conceptual foundations and to clarify productive directions for future research. Intended for graduate students and early- to mid-career researchers in SLA and related fields, the volume complements existing handbooks by providing a rigorously critical update to debates that have remained largely unchanged since earlier landmark works such as Long’s <i>Problems in SLA.</i> 04 09 01 https://benjamins.com/covers/475/sibil.69.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027237804.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027237804.tif 06 09 01 https://benjamins.com/covers/1200_front/sibil.69.hb.png 07 09 01 https://benjamins.com/covers/125/sibil.69.png 25 09 01 https://benjamins.com/covers/1200_back/sibil.69.hb.png 27 09 01 https://benjamins.com/covers/3d_web/sibil.69.hb.png 10 01 JB code sibil.69.prelim i iv 4 Prelim pages -1 10 01 JB code sibil.69.toc v vi 2 Table of contents 0 10 01 JB code sibil.69.preface vii xiv 8 Preface 1 10 01 JB code sibil.69.01fuk 1 17 17 Chapter 2 1 A01 Junya Fukuta Fukuta, Junya Junya Fukuta Gakushuin University 2 A01 Shigenori Wakabayashi Wakabayashi, Shigenori Shigenori Wakabayashi Chuo University 20 hypothesis 20 model 20 scientific realism 20 theory 01 This paper examines critically the validity of widely cited ‘hypotheses’ from the discipline of second language acquisition (SLA) research, focusing on whether they meet the criteria to be considered hypotheses that can anchor the inquiries, investigations, and findings in a discipline that pursues to reveal how second languages are acquired/learned and used. Although many of these hypotheses were proposed decades ago, they continue to serve as theoretical reference points in both empirical studies and pedagogical discussions in SLA. Therefore, reassessing their logical and empirical status is not a matter of historical critique but a necessary step toward clarifying the conceptual foundations on which current research still depends. First, drawing on definitions of scientific theories and hypotheses, we argue that a hypothesis should generate specific, empirically testable predictions and be subject to falsification. This paper then critically revisits five widely recognized and long-standing hypotheses in SLA research: the Input Hypothesis, Output Hypothesis, Interaction Hypothesis, Noticing Hypothesis, and Involvement Load Hypothesis. The paper further argues that, even though these hypotheses have been cited for a long time, their resilience is not based on continuous empirical scrutiny but rather on the lack of essential characteristics of scientific inquiry, which has kept them inherently difficult to reject. By reevaluating these foundational concepts, we call for a more systematic and transparent approach to defining and testing hypotheses in SLA research, aiming to enhance the theoretical and practical robustness of the field. 10 01 JB code sibil.69.02fuk 18 42 25 Chapter 3 1 A01 Junya Fukuta Fukuta, Junya Junya Fukuta Gakushuin University 2 A01 Masataka Yano Yano, Masataka Masataka Yano Tokyo Metropolitan University 3 A01 Yu Tamura Tamura, Yu Yu Tamura Kansai University 20 abductive inference 20 cognitive mechanism 20 mechanistic explanation 20 realism 01 One of the primary objectives of second language (L2) research, when approached as a branch of cognitive science, is to develop theories of human capacities that explain the acquisition of the L2 cognitive system and its underlying processing mechanisms. This chapter asks what it means to study the L2 cognitive system scientifically and proposes one possible framework. To begin, we identify the core nature of the L2 cognitive system and demonstrate that investigating the system empirically is an arduous task that necessitates dedicated methodology. Next, we restructure the existing research paradigm to encompass the essential components for this exploration. Finally, we propose the <i>Framework for Rational Abduction and Mechanistic Explanation (FRAME)</i> as a solution for implementing this paradigm and developing explanatory theories of the L2 cognitive system. 10 01 JB code sibil.69.03kim 43 67 25 Chapter 4 1 A01 Takayuki Kimura Kimura, Takayuki Takayuki Kimura Utsunomiya University 2 A01 Shigenori Wakabayashi Wakabayashi, Shigenori Shigenori Wakabayashi Chuo University 20 deeper explanation 20 explanation 20 finer-grained analysis 20 generative grammar 20 GenSLA 20 minimalism 01 This chapter argues that generative approaches to second language acquisition (GenSLA) should move beyond broad descriptive generalizations toward finer-grained analyses and deeper explanation. Drawing on the distinction between description and explanation, as well as different levels of explanation, we critically evaluate influential hypotheses in GenSLA, including the Bottleneck Hypothesis, the Interface Hypothesis, the Fluctuation Hypothesis, and the Feature Reassembly Hypothesis. While these proposals have contributed valuable descriptive insights, they often fail to specify underlying mechanisms or to generate sufficiently constrained, falsifiable predictions. Building on recent developments in the Minimalist Program, the chapter demonstrates how more analytically refined approaches can yield novel empirical predictions and principled explanations of L2 morphosyntactic phenomena. Through detailed discussion of recent studies and alternative explanatory proposals, the chapter highlights the importance of theory-driven research in uncovering the architecture of interlanguage grammars and clarifying the role of Universal Grammar in L2 development. 10 01 JB code sibil.69.04mat 68 99 32 Chapter 5 1 A01 John Matthews Matthews, John John Matthews Chuo University 20 feature geometry 20 L2 phonetics 20 L2 phonology 20 L2LP grammar 20 lexical activation 20 PAM 20 phonological interference 20 segmental representations 20 SLM 01 This chapter examines four influential theoretical models that account for obstacles learners must overcome as they acquire the sounds of a second language, each with a different claim as to what presents the core impediment to acquisition. Central to the analysis is the dual nature of L2 sounds, both as physical entities in time and space implemented by peripheral systems and as psychological substance manipulated in cognitive operations and grammatical computation. It is argued that phonetics-based models are limited in their explanatory adequacy as accounts of the underlying impediment to L2 speech development and that phonology-based models provide greater explanatory coverage, although further theoretical developments are needed to characterize the mechanisms operating over the course of L2 development. 10 01 JB code sibil.69.05min 100 124 25 Chapter 6 1 A01 Itsuki Minemi Minemi, Itsuki Itsuki Minemi Chukyo University 20 cognitive mechanism 20 real-time language processing 20 sentence comprehension 20 the relationship between grammar and parser 01 This chapter provides an overview of real-time sentence comprehension studies, with a focus on the relationship between linguistic theory (grammar) and the language processing system (parser). It explores how research in the cognitive science of language has gone beyond descriptive generalizations to engage with the underlying processing mechanisms. We first clarify the aim of sentence comprehension studies by mapping various subfields of linguistic research onto Marr (2010)’s three levels of analysis. Then, we see how previous studies have dealt with the relationship between linguistic theory and the language processing system. This chapter argues that studies with explicit assumptions about the relationship between linguistic theory and the language processing system are necessary to understand the cognitive mechanisms underlying real-time sentence comprehension. 10 01 JB code sibil.69.06tam 125 150 26 Chapter 7 1 A01 Yu Tamura Tamura, Yu Yu Tamura Kansai University 2 A01 Junya Fukuta Fukuta, Junya Junya Fukuta Gakushuin University 20 alignment problem 20 dual-process theory 20 exclusivity issue 20 implicit/explicit knowledge 20 instrumental/substantial view 20 interface problem 20 personal/sub-personal distinction 20 skill-acquisition theory 20 switch issue 01 This paper critically examines the application of dual-system models in Second Language Acquisition (SLA) by drawing parallels with the dual-process framework from cognitive psychology. While the implicit/explicit knowledge distinction has played a key role in SLA theory and practice, recent critiques of dual-system models in psychology — such as logical inconsistencies, oversimplification, and the switch problem — emphasize the need for a deeper reevaluation of SLA’s theoretical underpinnings. By distinguishing between instrumental and substantial views, this study argues that if the goal is to investigate the cognitive mechanisms underlying conscious and unconscious knowledge, the focus should shift from a functional categorization of knowledge (implicit/explicit) to the underlying mechanisms themselves. This approach highlights the limitations of existing models, such as Skill-Acquisition Theory (SAT) in SLA, and advocates for integrating personal and subpersonal levels of explanation to address long-standing questions in SLA. The paper concludes that a more flexible and context-sensitive integration of dual perspectives is essential for advancing theoretical development and practical applications in SLA research. 10 01 JB code sibil.69.07cul 151 173 23 Chapter 8 1 A01 Jennifer Culbertson Culbertson, Jennifer Jennifer Culbertson University of Edinburgh 20 artificial language learning 20 cognition 20 typology 20 word order 01 Artificial grammar or language learning paradigms (henceforth ALL) have long been a core tool for understanding language acquisition. Findings from laboratory learning of miniature language systems have shed light on the cognitive mechanisms responsible for natural language learning, starting with studies on implicit learning in the 1960s (e.g., Estes, 1964; Reber, 1967), and studies on statistical/implicit learning starting in the 1990s (e.g., Saffran, Aslin, &#38; Newport, 1996; Aslin, Saffran, &#38; Newport, 1998; Williams, 1999). While artificial grammar learning paradigms of the past often featured meaning-free sequences of symbols, presented to participants via passive exposure, now many studies include much richer linguistic content, as well as communicative and social context. This opens the door to new connections with second language acquisition (SLA) research. In this chapter, I survey recent findings from the experimental linguistics literature, where a major new area of research has emerged, using artificial language learning experiments to test predicted links between cognition and typological universals, or generalisations. Of course, universals have long had a place in SLA (e.g., Rutherford, 1984; Carlisle, 2001; L. White, 2003). However, the empirical basis for purported universals has begun to move forward in leaps and bounds. In light of this, I would like to argue here that the time is right for renewed interaction with the SLA community, in the service of generating and testing key predictions for theories coming from both sides. 10 01 JB code sibil.69.08kid 174 188 15 Chapter 9 1 A01 Shusaku Kida Kida, Shusaku Shusaku Kida Doshisha University 20 L2 vocabulary acquisition 20 lexical configuration 20 lexical engagement 20 masked-form priming 20 prime lexicality effect 01 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. 10 01 JB code sibil.69.09ath 189 208 20 Chapter 10 1 A01 Panos Athanasopoulos Athanasopoulos, Panos Panos Athanasopoulos Lund University 20 bilingual cognition 20 linguistic relativity 20 multi-competence 20 multilingual decision-making 01 Recent explorations of second language acquisition (SLA) have expanded the field into the domain of cognitive processing. Cognitive effects of SLA may arise as: (a) a result of how specific languages encode and carve up the perceived world (Bylund &#38; Athanasopoulos, 2014), and (b) a result of the psychological mechanisms involved in decision-making (Hayakawa et al., 2016). The current paper will synthesise findings from the two domains of enquiry under the theoretical perspective of multi-competence (Cook, 1992; Cook &#38;Wei, 2016). This framework assumes that there is reciprocal influence among all languages in the multi-competent mind, as well as interactions between these languages and non-linguistic cognition. Under this view, the empirical endeavour shifts focus away from how much multilinguals resemble monolinguals of a ‘target language’ and places it instead towards tracing changes in linguistic and cognitive behaviour as a function of a number of variables that characterize the multilingual person, including but not limited to language context of operation, context of acquisition, L2 proficiency, frequency of language use, age of L2 acquisition, etc., that may underpin this change in behaviour. 10 01 JB code sibil.69.10mat 209 232 24 Chapter 11 1 A01 Masanori Matsumura Matsumura, Masanori Masanori Matsumura Meijo University 20 Complexity Theory 20 continuity in research traditions 20 generalisability 20 knowledge connections 20 second language development 20 temporal and relational dimensions 01 This chapter provides a selective review of previous studies on second language development to discuss how the key dimensions of the complex phenomena — namely, time and relation — have been approached in the field’s history. While pointing out the limitations of earlier studies (e.g., their narrow scopes on the variables involved, the premise of simple, direct causality, and the predominant use of group-based analyses), it argues against drawing a strict dividing line between those “legacy” studies and more recent research with explicit affiliation to Complexity Theory. It is suggested that the field would benefit from extending its traditional concerns through the modern complexity lens, rather than dismissing them as outdated. An emphasis is also placed on the importance of theoretical underpinnings of complexity-informed research, highlighting the potential of usage-based approaches to language and language development. 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 02 December 2026 20261215 2026 John Benjamins B.V. 02 WORLD 13 15 9789027237804 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 10 20261215 01 00 125.00 EUR R 01 00 105.00 GBP Z 01 gen 00 163.00 USD S 164031270 03 01 01 JB John Benjamins Publishing Company 01 JB code SiBil 69 Hb 15 9789027237804 BB 01 SiBil 02 0928-1533 Studies in Bilingualism 69 01 sibil.69 01 https://benjamins.com 02 https://benjamins.com/catalog/sibil.69 1 B01 Junya Fukuta Fukuta, Junya Junya Fukuta Gakushuin University 2 B01 John Matthews Matthews, John John Matthews Chuo University 3 B01 Shigenori Wakabayashi Wakabayashi, Shigenori Shigenori Wakabayashi Chuo University 01 eng 246 xiii 232 + index LAN009070 v.2006 CFDC 2 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.BIL Multilingualism 24 JB Subject Scheme LIN.PSYLIN Psycholinguistics 24 JB Subject Scheme LIN.THEOR Theoretical linguistics 06 01 This edited volume offers a systematic and critical examination of how theories in second language acquisition have been formulated, justified, and sustained, with particular attention to their status as explanatory accounts. Rather than introducing theories in isolation, the chapters revisit influential hypotheses and frameworks across linguistic, psycholinguistic, and cognitive approaches, asking what they genuinely explain, what assumptions they rely on, and where their limits lie. The book brings together multiple interdisciplinary perspectives, unified by a shared concern with theory construction and evaluation. Its aim is not to propose a single new model, but to sharpen conceptual foundations and to clarify productive directions for future research. Intended for graduate students and early- to mid-career researchers in SLA and related fields, the volume complements existing handbooks by providing a rigorously critical update to debates that have remained largely unchanged since earlier landmark works such as Long’s <i>Problems in SLA.</i> 04 09 01 https://benjamins.com/covers/475/sibil.69.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027237804.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027237804.tif 06 09 01 https://benjamins.com/covers/1200_front/sibil.69.hb.png 07 09 01 https://benjamins.com/covers/125/sibil.69.png 25 09 01 https://benjamins.com/covers/1200_back/sibil.69.hb.png 27 09 01 https://benjamins.com/covers/3d_web/sibil.69.hb.png 10 01 JB code sibil.69.prelim i iv 4 Prelim pages -1 10 01 JB code sibil.69.toc v vi 2 Table of contents 0 10 01 JB code sibil.69.preface vii xiv 8 Preface 1 10 01 JB code sibil.69.01fuk 1 17 17 Chapter 2 1 A01 Junya Fukuta Fukuta, Junya Junya Fukuta Gakushuin University 2 A01 Shigenori Wakabayashi Wakabayashi, Shigenori Shigenori Wakabayashi Chuo University 20 hypothesis 20 model 20 scientific realism 20 theory 01 This paper examines critically the validity of widely cited ‘hypotheses’ from the discipline of second language acquisition (SLA) research, focusing on whether they meet the criteria to be considered hypotheses that can anchor the inquiries, investigations, and findings in a discipline that pursues to reveal how second languages are acquired/learned and used. Although many of these hypotheses were proposed decades ago, they continue to serve as theoretical reference points in both empirical studies and pedagogical discussions in SLA. Therefore, reassessing their logical and empirical status is not a matter of historical critique but a necessary step toward clarifying the conceptual foundations on which current research still depends. First, drawing on definitions of scientific theories and hypotheses, we argue that a hypothesis should generate specific, empirically testable predictions and be subject to falsification. This paper then critically revisits five widely recognized and long-standing hypotheses in SLA research: the Input Hypothesis, Output Hypothesis, Interaction Hypothesis, Noticing Hypothesis, and Involvement Load Hypothesis. The paper further argues that, even though these hypotheses have been cited for a long time, their resilience is not based on continuous empirical scrutiny but rather on the lack of essential characteristics of scientific inquiry, which has kept them inherently difficult to reject. By reevaluating these foundational concepts, we call for a more systematic and transparent approach to defining and testing hypotheses in SLA research, aiming to enhance the theoretical and practical robustness of the field. 10 01 JB code sibil.69.02fuk 18 42 25 Chapter 3 1 A01 Junya Fukuta Fukuta, Junya Junya Fukuta Gakushuin University 2 A01 Masataka Yano Yano, Masataka Masataka Yano Tokyo Metropolitan University 3 A01 Yu Tamura Tamura, Yu Yu Tamura Kansai University 20 abductive inference 20 cognitive mechanism 20 mechanistic explanation 20 realism 01 One of the primary objectives of second language (L2) research, when approached as a branch of cognitive science, is to develop theories of human capacities that explain the acquisition of the L2 cognitive system and its underlying processing mechanisms. This chapter asks what it means to study the L2 cognitive system scientifically and proposes one possible framework. To begin, we identify the core nature of the L2 cognitive system and demonstrate that investigating the system empirically is an arduous task that necessitates dedicated methodology. Next, we restructure the existing research paradigm to encompass the essential components for this exploration. Finally, we propose the <i>Framework for Rational Abduction and Mechanistic Explanation (FRAME)</i> as a solution for implementing this paradigm and developing explanatory theories of the L2 cognitive system. 10 01 JB code sibil.69.03kim 43 67 25 Chapter 4 1 A01 Takayuki Kimura Kimura, Takayuki Takayuki Kimura Utsunomiya University 2 A01 Shigenori Wakabayashi Wakabayashi, Shigenori Shigenori Wakabayashi Chuo University 20 deeper explanation 20 explanation 20 finer-grained analysis 20 generative grammar 20 GenSLA 20 minimalism 01 This chapter argues that generative approaches to second language acquisition (GenSLA) should move beyond broad descriptive generalizations toward finer-grained analyses and deeper explanation. Drawing on the distinction between description and explanation, as well as different levels of explanation, we critically evaluate influential hypotheses in GenSLA, including the Bottleneck Hypothesis, the Interface Hypothesis, the Fluctuation Hypothesis, and the Feature Reassembly Hypothesis. While these proposals have contributed valuable descriptive insights, they often fail to specify underlying mechanisms or to generate sufficiently constrained, falsifiable predictions. Building on recent developments in the Minimalist Program, the chapter demonstrates how more analytically refined approaches can yield novel empirical predictions and principled explanations of L2 morphosyntactic phenomena. Through detailed discussion of recent studies and alternative explanatory proposals, the chapter highlights the importance of theory-driven research in uncovering the architecture of interlanguage grammars and clarifying the role of Universal Grammar in L2 development. 10 01 JB code sibil.69.04mat 68 99 32 Chapter 5 1 A01 John Matthews Matthews, John John Matthews Chuo University 20 feature geometry 20 L2 phonetics 20 L2 phonology 20 L2LP grammar 20 lexical activation 20 PAM 20 phonological interference 20 segmental representations 20 SLM 01 This chapter examines four influential theoretical models that account for obstacles learners must overcome as they acquire the sounds of a second language, each with a different claim as to what presents the core impediment to acquisition. Central to the analysis is the dual nature of L2 sounds, both as physical entities in time and space implemented by peripheral systems and as psychological substance manipulated in cognitive operations and grammatical computation. It is argued that phonetics-based models are limited in their explanatory adequacy as accounts of the underlying impediment to L2 speech development and that phonology-based models provide greater explanatory coverage, although further theoretical developments are needed to characterize the mechanisms operating over the course of L2 development. 10 01 JB code sibil.69.05min 100 124 25 Chapter 6 1 A01 Itsuki Minemi Minemi, Itsuki Itsuki Minemi Chukyo University 20 cognitive mechanism 20 real-time language processing 20 sentence comprehension 20 the relationship between grammar and parser 01 This chapter provides an overview of real-time sentence comprehension studies, with a focus on the relationship between linguistic theory (grammar) and the language processing system (parser). It explores how research in the cognitive science of language has gone beyond descriptive generalizations to engage with the underlying processing mechanisms. We first clarify the aim of sentence comprehension studies by mapping various subfields of linguistic research onto Marr (2010)’s three levels of analysis. Then, we see how previous studies have dealt with the relationship between linguistic theory and the language processing system. This chapter argues that studies with explicit assumptions about the relationship between linguistic theory and the language processing system are necessary to understand the cognitive mechanisms underlying real-time sentence comprehension. 10 01 JB code sibil.69.06tam 125 150 26 Chapter 7 1 A01 Yu Tamura Tamura, Yu Yu Tamura Kansai University 2 A01 Junya Fukuta Fukuta, Junya Junya Fukuta Gakushuin University 20 alignment problem 20 dual-process theory 20 exclusivity issue 20 implicit/explicit knowledge 20 instrumental/substantial view 20 interface problem 20 personal/sub-personal distinction 20 skill-acquisition theory 20 switch issue 01 This paper critically examines the application of dual-system models in Second Language Acquisition (SLA) by drawing parallels with the dual-process framework from cognitive psychology. While the implicit/explicit knowledge distinction has played a key role in SLA theory and practice, recent critiques of dual-system models in psychology — such as logical inconsistencies, oversimplification, and the switch problem — emphasize the need for a deeper reevaluation of SLA’s theoretical underpinnings. By distinguishing between instrumental and substantial views, this study argues that if the goal is to investigate the cognitive mechanisms underlying conscious and unconscious knowledge, the focus should shift from a functional categorization of knowledge (implicit/explicit) to the underlying mechanisms themselves. This approach highlights the limitations of existing models, such as Skill-Acquisition Theory (SAT) in SLA, and advocates for integrating personal and subpersonal levels of explanation to address long-standing questions in SLA. The paper concludes that a more flexible and context-sensitive integration of dual perspectives is essential for advancing theoretical development and practical applications in SLA research. 10 01 JB code sibil.69.07cul 151 173 23 Chapter 8 1 A01 Jennifer Culbertson Culbertson, Jennifer Jennifer Culbertson University of Edinburgh 20 artificial language learning 20 cognition 20 typology 20 word order 01 Artificial grammar or language learning paradigms (henceforth ALL) have long been a core tool for understanding language acquisition. Findings from laboratory learning of miniature language systems have shed light on the cognitive mechanisms responsible for natural language learning, starting with studies on implicit learning in the 1960s (e.g., Estes, 1964; Reber, 1967), and studies on statistical/implicit learning starting in the 1990s (e.g., Saffran, Aslin, &#38; Newport, 1996; Aslin, Saffran, &#38; Newport, 1998; Williams, 1999). While artificial grammar learning paradigms of the past often featured meaning-free sequences of symbols, presented to participants via passive exposure, now many studies include much richer linguistic content, as well as communicative and social context. This opens the door to new connections with second language acquisition (SLA) research. In this chapter, I survey recent findings from the experimental linguistics literature, where a major new area of research has emerged, using artificial language learning experiments to test predicted links between cognition and typological universals, or generalisations. Of course, universals have long had a place in SLA (e.g., Rutherford, 1984; Carlisle, 2001; L. White, 2003). However, the empirical basis for purported universals has begun to move forward in leaps and bounds. In light of this, I would like to argue here that the time is right for renewed interaction with the SLA community, in the service of generating and testing key predictions for theories coming from both sides. 10 01 JB code sibil.69.08kid 174 188 15 Chapter 9 1 A01 Shusaku Kida Kida, Shusaku Shusaku Kida Doshisha University 20 L2 vocabulary acquisition 20 lexical configuration 20 lexical engagement 20 masked-form priming 20 prime lexicality effect 01 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. 10 01 JB code sibil.69.09ath 189 208 20 Chapter 10 1 A01 Panos Athanasopoulos Athanasopoulos, Panos Panos Athanasopoulos Lund University 20 bilingual cognition 20 linguistic relativity 20 multi-competence 20 multilingual decision-making 01 Recent explorations of second language acquisition (SLA) have expanded the field into the domain of cognitive processing. Cognitive effects of SLA may arise as: (a) a result of how specific languages encode and carve up the perceived world (Bylund &#38; Athanasopoulos, 2014), and (b) a result of the psychological mechanisms involved in decision-making (Hayakawa et al., 2016). The current paper will synthesise findings from the two domains of enquiry under the theoretical perspective of multi-competence (Cook, 1992; Cook &#38;Wei, 2016). This framework assumes that there is reciprocal influence among all languages in the multi-competent mind, as well as interactions between these languages and non-linguistic cognition. Under this view, the empirical endeavour shifts focus away from how much multilinguals resemble monolinguals of a ‘target language’ and places it instead towards tracing changes in linguistic and cognitive behaviour as a function of a number of variables that characterize the multilingual person, including but not limited to language context of operation, context of acquisition, L2 proficiency, frequency of language use, age of L2 acquisition, etc., that may underpin this change in behaviour. 10 01 JB code sibil.69.10mat 209 232 24 Chapter 11 1 A01 Masanori Matsumura Matsumura, Masanori Masanori Matsumura Meijo University 20 Complexity Theory 20 continuity in research traditions 20 generalisability 20 knowledge connections 20 second language development 20 temporal and relational dimensions 01 This chapter provides a selective review of previous studies on second language development to discuss how the key dimensions of the complex phenomena — namely, time and relation — have been approached in the field’s history. While pointing out the limitations of earlier studies (e.g., their narrow scopes on the variables involved, the premise of simple, direct causality, and the predominant use of group-based analyses), it argues against drawing a strict dividing line between those “legacy” studies and more recent research with explicit affiliation to Complexity Theory. It is suggested that the field would benefit from extending its traditional concerns through the modern complexity lens, rather than dismissing them as outdated. An emphasis is also placed on the importance of theoretical underpinnings of complexity-informed research, highlighting the potential of usage-based approaches to language and language development. 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 02 December 2026 20261215 2026 John Benjamins B.V. 02 WORLD 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 10 20261215 01 02 JB 1 00 125.00 EUR R 02 02 JB 1 00 132.50 EUR R 01 JB 10 John Benjamins Publishing Company +31 20 6304747 bookorder@benjamins.nl 01 GB 10 20261215 02 02 JB 1 00 105.00 GBP Z 01 JB 2 Casemate Academic 610-853-9131 610-853-9143 Girard.Kratz@casematepublishers.com 01 https://benjamins.com 02 US CA MX 10 20261215 01 gen 02 JB 1 00 163.00 USD