摘要：AbstractThe purpose of this study is to identify how accommodating the teacher behaves toward congruency and in congruency in the classroom. The major approach in this study was qualitative. The data were collected through observation and interviews. The participants were two lecturers and 100 students in an English major program in Iran. The findings from this study imply that it is crucial for teachers to have knowledge about learner preferences in their classes to consider in their teaching design. The students show a positive response and higher achievement when their learning preferences and needs are accommodated by their lecturers.
