This article revisits the notion of method and tracks the second/foreign language teaching based on the application of methods. It also brings the postmethod condition up which redefines the relation between theorizers and practitioners (Kumaravadivelu, 1994) , and emphasizes the need for the teachers to reflect on the principles and conceptions that underlie their pedagogical and methodological decisions, so that they can generate their own knowledge, change attitudes, improve their teaching

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... d get better learning results. Reflective thinking is therefore seen as a step towards autonomy that requires the teachers' involvement with their own teaching, the school they work, and the students they teach.