Recent explorations in L2 pedagogy signal a shift away from the conventional concept of method
toward a “post method condition” that can potentially refigure the relationship between theorizers and
teachers by empowering teachers with knowledge, skill, and autonomy. So empowered, teachers could
devise for themselves a systematic, coherent, and relevant alternative to method, one informed by
principled pragmatism. The post method condition can also reshape the character and content of L2
teaching, teacher education, and classroom research. in practical terms, it motivates a search for an
open-ended, coherent framework based on current theoretical, empirical, and pedagogical insights that
will enable teachers to theorize from practice and practice what they theorize. This paper explores one
such framework consisting of 10 macro strategies, based on which teachers can design varied and
situation-specific micro strategies or classroom techniques to effect desired learning outcomes.