A discussion of second language instruction looks briefly at some shortcomings of traditional method-based approaches and examines what are predicted to be major influences on language teaching in the 1990s. Objections to method-based instruction include the inadequacy of the term "method," its prescriptive approach, lack of distinction between methods in classroom practice, and the fact that it is only one part of instructional design. A broader model of instructional design is proposed, based on four areas of consideration: (1) knowledge considerations, or the content and learner outcomes; (2) instructional consideration, or factors that affect design and delivery of instruction, including methods, media, and materials used; (3) learner considerations, including age, proficiency level, and developmental stage; and (4) administrative considerations, such as authority, policy, and commitment. Factors identified as likely to shape language instruction in the 1990s include: continuing inquiry into the nature of language and linguistic content of instruction; acknowledgment of the commonalities of many current methods; continued interest in teaching and learning styles; a larger role for technology; recognition of the role of cultural variables in learning success; concern for social organization in learning tasks; sociolinguistic research findings; new knowledge of cognition and motivation; and reexamination of authority structures. (MSE)