Since the early seventies, research concerns in the field of second language learning and teaching have shifted from the methods of teaching to learner characteristics and their possible influence on the process of acquiring a second language (Wenden, 1987). Gardner and Lambert’s (1972) in their seminal research on attitude and motivation, point out the importance of affective factors. Other writers, notably Schumann (1978), have pointed to the influence of social factors which determine the extent to which a non-speaker group may remain “socially distant” from the culture of the target language group and the importance of the learners’ cognitive abilities have also been stressed (Richards, Kennedy, Macnamara and Oller, 1973). However, despite all these efforts there has been a growing concern that learners have not progressed as much as it was anticipated. There are considerable individual differences in language learning, as Willing (1988) points out this has to do with certain personality and social factors such as gender, age, social status, motivation, attitude, aptitude, culture, among others and what works for one learner might not work for another. Therefore, none of the methods and techniques has proved that they can work all the time, in all classes, with all students.