In this article the status of methods in language teaching is considered from three perspectives. First, methods are discussed according to whether they are based primarily on a theory of language (and subsequent views concerning the nature of a language syllabus) or whether they are based on a theory of the nature of language learning processes. The differences between language‐centered and learning‐centered methods are discussed with reference to recent trends in language program and syllabus design and innovative methods proposals. Second, the reasons for the adoption and influence of methods are discussed. These are often largely independent of the content or philosophy of particular methods but rather depend on the form that a method takes and the support and promotion that it receives. Last, methods are discussed in terms of the broader concerns of curriculum development. From this perspective, it can be seen that a more informed approach to methods issues is needed. Most of the currently fashionable methods have not been properly evaluated, and insufficient data have been gathered to enable their claims to be assessed. Objectives and criterion measures are often not specified, nor is data available on how they are actually used. The need for a focus on broader issues in curriculum development is stres