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In the era of post-methodism in language education, teachers are required to be competent in terms of both theory and practice to complement their professional identity development (PID). These two notions realized as the knowledge and application of ESL/EFL Standards, respectively, seem to be complementary, though the former does not necessarily guarantee but predict the latter. 'Explorations in the Standards of Second Language Teaching', conducted practically in the Iranian EFL setting, hopefully, broadens TEFL/TESOL community horizons on the nature of the psychological reality of the standards from both theoretical and practical dimensions, and reveals the main stream and realities of foreign/second language education in terms of compatibility of theory and practice as voiced by the teachers and learners.