Coverpage -- Titlepage -- Copyright -- Contents -- Contributors -- Introduction -- Part 1: Background Assumptions -- Chapter 1: Individual Learner Differences and Instructed Language Learning: An Insoluble Conflict? -- Chapter 2: Research into Language Learning Strategies: Taking Stock and Looking Ahead -- Part 2: Supporting Learner Autonomy -- Chapter 3: Teachers' Perceptions of Individual Differences in Turkish Primary School EFL Classes -- Chapter 4: Learning Autonomy Support by Foreign Language Teachers -- Chapter 5: Personality and Parenting Styles as Predictors of Self-Regulation in Foreign Language Learning -- Part 3: Learners' Abilities in Strategy Application -- Chapter 6: The Development of Implicit Knowledge through Structured Input Activities: The Importance of Individual Perceptions Concerning Grammar Instruction -- Chapter 7: Awareness of Cognate Vocabulary and Vocabulary Learning Strategies of Polish Multilingual and Bilingual Advanced Learners of English -- Part 4: Experienced Learners -- Chapter 8: A Study of Gender-Related Levels of Processing Anxieties over Three Years of Secondary Grammar School Instruction -- Chapter 9: Challenge or Threat? A Study of Perceived Self-Efficacy of Polish EFL Teachers -- Chapter 10: Managing Criticism and Praise by Trainee Interpreters: Looking for Gender Differences -- Chapter 11: Student Needs Assessment in Teaching English at the Tertiary Level: An Individual Learner Differences Perspective -- Part 5: Individual Character of Phonological Attainment -- Chapter 12: Regularity and Individual Variation in Native English and Polish Learners' Wh-Question Suprasegmentals -- Chapter 13: Time-Limited Verbal Fluency Task with Polish-English Unbalanced Bilinguals -- Chapter 14: The Acquisition of English Vowel Length Differences before Word-Final Stops by Greek Learners of English.

Part 6: Focus on Language Skills: Reading and Writing -- Chapter 15: Individual Differences in Foreign Language Reading Comprehension: Gender and Topic Interest -- Chapter 16: Individual Differences in L2 Readers' Strategic Behaviour while Performing Reading -- Chapter 17: Current Views on Foreign Language Reading Motivation -- Chapter 18: From Oral Input to Written Output: On Individual Differences in External Storing of Information -- Chapter 19: Accounting for One Student's Failure and Another's Success on a Written Academic Assignment -- Chapter 20: Online Revisions in FL Writing. General Rules and Individual Differences.