• Communicative Language Teaching (CLT) becomes the central classroom paradigm, privileging meaningful interaction, authentic language use, and task-based activity over grammar-only instruction, as argued across The Communicative Approach to Language Teaching [16], Differences in the Communicative Orientation of L2 Classrooms [7], Yes, Talking! [13], Teaching ESL [8], and Communicating Naturally in a Second Language [20].

• Frameworks for comparing and structuring methods mature into formal analysis: approach, design, and procedure link theory to practice; exemplars include Method: Approach, Design, and Procedure [5], The Secret Life of Methods [4], Principles and Practice in SLA [1], Principles of Language Learning and Teaching [10], Fundamental Concepts of Language Teaching [11].

• Individual differences and cognitive processing emerge as core determinants of SLA: limited-capacity information-processing, field-dependent/independent cognitive styles, and insights from the 'good language learner' concept guide instructional variation. Evidence in [19], [17], [6], [12].

• Authenticity and real-world relevance reshape instruction via authenticity-focused rhetoric and notional/functional approaches, arguing grammar-focused pedagogy is insufficient. Found in In Search of Real Reality [3], The Natural Approach [2], Communicating Naturally in a Second Language [20], The Context of Language Teaching [18], and The Push Toward Communication [15].

• Assessment shifts toward measuring communicative proficiency and balancing accuracy with fluency within classroom practice. Exemplars include Evaluation of Communicative Competence: The ACTFL Provisional Proficiency Guidelines [14] and Meanwhile, Back in the Real World: Accuracy and Fluency in Second Language Teaching [9].