Saeed Safdari - Department of English, Chalous Branch, Islamic Azad University, Chalous, Iran
Reza Mobashshernia - Department of English, Chalous Branch, Islamic Azad University, Chalous, Iran
Nazar Ali Harati - Department of English, Imam Khomeini Naval Academy

From 1920s till today, when scholars like Fries and Coleman established scientific study of language in the universitiesand institutes all over the world, syllabus or curriculum, in broad term, became the primary focus of educators andinstructors. The major reasons behind it were that curriculum development embodied innovative, methodological, andevaluative power of the teachers who followed a specific method of teaching. In the early syllabus development, due tothe impact of behavioral psychology, structural grammar, and the acute needs of the market, World War I and theAmerica’s flourishing industry and economy, little attention was given to students and their individual differences. Butas soon as the development of Cognitive Thinking and Psychology, torrents of articles rushed in to this newly fed issueand contributed the indispensable impact of students in the class and learning environment. This article is trying toinvestigate the effect of the learner differences on developing the language curriculum within the EFL or ESL context.

Individual differences, curriculum development, methodology, learning styles