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It is quite axiomatic that no two foreign language learners are the same. Also, these differences frequently are considered to be responsible for the learners' success or failure. Although individuals do not usually show variations in their first language learning, they are different in "rate, speed, and ultimate level" as far as their second language acquisition/learning is concerned (Ellis, 1997). Such differences are due to the cognitive, affective, and social factors underlying second language acquisition. This paper is a case study of an Iranian adult who had language deficiency. The subject has been studying at an institute for more than a year and a half; however, he could not make good progress in his English proficiency in comparison to his other classmates. Several instruments were used in this study to probe his probable disabilities in learning. The results show that there are some discrepancies between the teaching method and his learning ability techniques. Moreover, he is not familiar with metacognitive strategies and cannot plan for himself

Mismatches between Learner‟s Style and Teacher‟s Style in L2: A Concern for Communication, a Case of Iranian Adult