Preface Section 1: Theoretical Issues CHAPTER ONE: Individual Differences in Instructed Second Language Learning: Working Memory, Aptitude and Age Differences Alessandro Benati CHAPTER TWO: Foci and General Findings of Research on Processing Instruction: Moving Beyond Limitations James Lee Section II: Empirical Studies CHAPTER THREE: The Effects of Language Background on the Results of Processing Instruction on the Spanish Subjunctive/Indicative Contrast after the Adverb Cuando James Lee and Erin M. McNulty, Dickinson College, USA CHAPTER FOUR: Age and the Effects of Processing Instruction on the Acquisition of English Passive Constructions among School Children and Adults Native Speakers of Turkish Alessandro Benati CHAPTER FIVE: The Age Factor on the Primary, Secondary and Cumulative Transfer-of-Training Effects of Processing Instruction on the Acquisition of French as a Second Language Cecile Laval, University of Greenwich CHAPTER SIX: Processing Instruction and the Age Factor: Can Adults and School-age Native Speakers of German Process English Simple Past Tense Correctly? Tanja Angelovska, University of Munich, and Alessandro Benati CHAPTER SEVEN: Gender and Learning Styles: Exploring Possible Effects of Gender and Enhanced vs. Unenhanced Processing Instruction on the Acquisition of Case Marking in L2 German Zoe Agiasophiti, University of Greenwich CHAPTER EIGHT: The Effects of Processing Instruction and Traditional Instruction on Two Different School-age Learners: The Case of English Present Simple Tense Third Person Singular Marina Mavrantoni, New York College, Athens, and Alessandro Benati CHAPTER NINE: Individual Differences and Processing Instruction James Lee.