ABSTRACT
This chapter discusses individual differences (IDs) with specific reference to second language (L2) listening. It provides an overview of existing research on the role of a range of cognitive, conative, affective, sociocultural, and demographic learner differences for L2 listening comprehension. This literature review confirms associations between IDs such as strategy use or anxiety and L2 listening, and forms the basis for practical implications for the teaching and testing of L2 listening. At the same time, the review demonstrates the relative scarcity of research in this area, as well as the need to ground operationalizations of IDs and of L2 listening in the literature on these constructs. The chapter offers directions for future research, while highlighting the importance of validating IDs and listening assessments for their intended uses and populations in such research.
