Declarative and Procedural Determinants of Second Languages -- Editorial page -- Title page -- LCC data -- Table of contents -- Preface -- Chapter 1. Key concepts, framework, and clarifications -- 1. Definition of key concepts -- 1.1 Definitions of "implicit" -- 1.2 Automaticity -- 1.3 Proficiency, accuracy, fluency, and other measures -- 2. Clarifications about the framework -- 2.1 Serendipity or the birth of the application of the declarative/procedural distinction to language representation and processing -- 2.2 Declarative/procedural models -- 2.3 Why vocabulary and lexicon differ -- 2.4 Degree of availability of procedural memory -- 2.5 There is no continuum from automatic to controlled processing -- 2.6 The content of metalinguistic knowledge and implicit competence -- 2.7 Interference, variability, and other indicators of explicitness -- 2.8 Macro-anatomical and micro-anatomical levels of representation -- 3. Conclusion -- Chapter 2. Consciousness in L2 appropriation -- 1. Only specific types of representations can become conscious - others cannot -- 1.1 Only a subset of explicit representations are active at any given time -- 1.2 The threshold of consciousness -- 1.3 Consciousness of input and output but not of implicit processes in between -- 1.4 Consciousness and working memory -- 2. Perception, attention and noticing -- 2.1 Attention in second language acquisition and learning -- 3. Explicit input is not implicit intake -- 3.1 The double implicitness of intake -- 4. Neurobiological and neurochemical bases of consciousness -- 5. Conclusion -- Chapter 3. The disintegration of the explicit/implicit interface debate (or interface newspeak?) -- 1. The meaning of interface -- 1.1 The premises: Learning and acquisition are distinct -- explicit knowledge is not transformed into implicit competence.

2. The so-called "dynamic interface" is no interface -- 2.1 No interface but switching from one to the other -- 3. Consciousness cannot possibly be the interface -- 4. An indirect influence is not an interface -- 5. None of the proposed characterizations are compatible with an interface -- 6. Illusory and untenable would-be evidence -- 6.1 From seeds to trees -- 6.2 Tuning -- 6.3 Proceduralization -- 6.4 Ambiguities -- 6.5 Inapplicable analogies and metaphors -- 7. Description of explicit phenomena contributing to metalinguistic knowledge -- 8. Why adults should need explicit metalinguistic knowledge -- 9. Indirect influence of metalinguistic knowledge on acquisition not denied -- 10. How explicit knowledge benefits implicit acquisition - indirectly -- 11. The contexts of learning and acquisition -- 12. Conclusion -- Chapter 4. Ultimate attainment in L2 proficiency -- 1. Ultimate attainment in L1 and L2 -- 2. The optimal period -- 3. Optimal window of opportunity -- 4. The optimal period is restricted to implicit linguistic competence -- 4.1 Inter-individual variability in attainment -- 4.2 The impact of working memory and level of education -- 4.3 The success in semantics relative to syntax and phonology -- 4.4 The decline in L2 performance with increasing age -- 4.5 The ease of appropriation and use of L1 vs. L2 -- 4.6 You don't learn L2 the way you acquired L1, do you? How come? -- 5. Optimal period and the right hemisphere -- 6. Evidence adduced against a critical period -- 7. Factors invoked in lieu of a neurobiological critical period to account for poor performance in L2 are actually the consequences of an optimal period -- 7.1 Effects due to age are a consequence of brain processes -- 7.2 Native language entrenchment -- 8. Conclusion -- Chapter 5. The pervasive relevance of the distinction between implicit competence and explicit knowledge.

1. Implications of the declarative/procedural distinction for laterality studies -- 2. Implications of the declarative/procedural distinction for imaging studies -- 2.1 Words of caution about the interpretation of neuroimaging studies -- 2.2 Consequences of not distinguishing word studies from sentence studies -- 2.3 The nature of the additional cortical resources reported to be recruited for L2 -- 3. Procedural and declarative language switching and mixing -- 3.1 Types of switches and consequences -- 3.2 Switching data from neuroimaging studies -- 3.3 Switching data from clinical studies -- 3.4 Conscious and automatic control mechanisms in language switching -- 4. Data from clinical studies -- 4.1 Data from bilingual neuropsychiatric disorders -- 4.2 Data from bilingual aphasia -- 4.3 Data from other cerebral accidents/conditions -- 5. The declarative/procedural distinction and the subsystems hypothesis -- 6. Declarative and procedural translation strategies -- 7. Further indications of declarative/procedural relevance -- 7.1 Variability in appropriation in L2 vs. systematicity in L1 -- 7.2 L2 accent changes faster than L1 accent when speakers relocate to an area where a different variety is spoken -- 7.3 Additional evidence for L1 implicit procedural memory and L2 explicit declarative memory -- 8. Conclusion -- Summary of key proposals -- References -- Subject index -- The series Studies in Bilingualism (SiBil).