It is impossible to ignore students’ personality in designing a curriculum and in the progress of second language acquisition. The students are individual and due to their cognitive abilities and their personal experience their sensitivity and responsivity to the same foreign language patterns are different. There are factors that can be referred to as constant; those are beyond our control, for example: age and talent to languages. At the same time we consider personal motivation that is determined by social environment and academic program designing, by educational surroundings and student’s cognitive activity control as variables, and they are of utmost importance in continual defining and addressing to approaches and methods appropriate at the corresponding to the student’s progress stage of SLA.