Ewa Dabrowska is Alexander von Humboldt Professor in Language and Cognition at the Friedrich-Alexander-Universität-Erlangen-Nürnberg as well as Profressor of Linguistics at the University of Birmingham. Her research focuses around three main themes: individual differences in linguistic knowledge in both native and non-native speakers and their causes; the mental status of linguistic units and generalizations, and the role of lexically specific units in language acquisition and production.Sible Andringa is Assitant Professor in the Department of Dutch studies at the University of Amsterdam. His work focuses on the role of input, instruction and awareness in early and late second language learning.

• Sible Andringa and Ewa DąbrowskaIndividual Differences in First and Second LanguageUltimate Attainment and Their Causes..................................................................................5-12Patricia J. Brooks and Vera KempeMore Is More in Language Learning:Reconsidering the Less-Is-More Hypothesis...........................................................................13-41Maja Curcic, Sible Andringa, and Folkert KuikenThe Role of Awareness and Cognitive Aptitudes in L2 Predictive Language Processsing................42-71 Ewa DąbrowskaExperience, Aptitude, and Individual Differences in Linguistic Attainment: A Comparison of Native and Nonnative Speakers....................................................................72-100Catherine J. Doughty Cognitive Language Aptitude...............................................................................................101-126Gisela Granena and Yucel YilmazCorrective Feedback and the Role of Implicit Sequence-Learning Abilityin L2 Online Performace.....................................................................................................127-156Jan H. Hulstijn An Individual-Differences Framework for Comparing Nonnative with Native Speakers: Perspectives From BLC Theory............................................................................................157-183Wander M. Lowie and Marjolijn H. VerspoorIndividual Differences and the Ergodicity Problem..................................................................184-206Simone E. Pfenninger and David SingletonStarting Age Overshadowed: The Primacy of Differential Environmental and FamilySupport Effects on Second Language Attainment in an Instructional Context.............................207-234Index..............................................................................................................................235-236

Ewa Dabrowska is Alexander von Humboldt Professor in Language and Cognition at the Friedrich-Alexander-Universität-Erlangen-Nürnberg as well as Profressor of Linguistics at the University of Birmingham. Her research focuses around three main themes: individual differences in linguistic knowledge in both native and non-native speakers and their causes; the mental status of linguistic units and generalizations, and the role of lexically specific units in language acquisition and production.Sible Andringa is Assitant Professor in the Department of Dutch studies at the University of Amsterdam. His work focuses on the role of input, instruction and awareness in early and late second language learning.

• Sible Andringa and Ewa DąbrowskaIndividual Differences in First and Second LanguageUltimate Attainment and Their Causes..................................................................................5-12Patricia J. Brooks and Vera KempeMore Is More in Language Learning:Reconsidering the Less-Is-More Hypothesis...........................................................................13-41Maja Curcic, Sible Andringa, and Folkert KuikenThe Role of Awareness and Cognitive Aptitudes in L2 Predictive Language Processsing................42-71 Ewa DąbrowskaExperience, Aptitude, and Individual Differences in Linguistic Attainment: A Comparison of Native and Nonnative Speakers....................................................................72-100Catherine J. Doughty Cognitive Language Aptitude...............................................................................................101-126Gisela Granena and Yucel YilmazCorrective Feedback and the Role of Implicit Sequence-Learning Abilityin L2 Online Performace.....................................................................................................127-156Jan H. Hulstijn An Individual-Differences Framework for Comparing Nonnative with Native Speakers: Perspectives From BLC Theory............................................................................................157-183Wander M. Lowie and Marjolijn H. VerspoorIndividual Differences and the Ergodicity Problem..................................................................184-206Simone E. Pfenninger and David SingletonStarting Age Overshadowed: The Primacy of Differential Environmental and FamilySupport Effects on Second Language Attainment in an Instructional Context.............................207-234Index..............................................................................................................................235-236