I suggest, however, that the divergence runs deeper: the two positions rest on distinct epistemological assumptions. The paper argues for the need to choose theoretical frameworks in light of one’s epistemological commitments and research aims. I hope it will be of interest.

I contrast SLA debates on implicit/explicit knowledge with the conscious/unconscious framework in cognitive psychology, arguing that disagreements are often attributed to issues of external validity because the two traditions rely on different measurement practices.

そうしましょう！🍻

If the claim is simply that basic learning mechanisms are shared while acquisition outcomes vary across individuals, I don’t think there’s any model that would deny that.