Nowadays, English is more commonly used than before all over the world, which leads to a large number of English learners. At the same time, studies of theories of second language acquisition have developed since the 1940s, when behaviorism strongly influenced foreign language teaching. Nowadays, there are different choices of EFL textbooks influenced by the new assumptions and theories. For example, Krashen's "control models" are widely used in both teaching and learning. There are also cognitive/developmental theories, such as information processing, which are widely accepted when teaching grammar points. Moreover, the application of current psychological theories has brought new thoughts to English teaching. The rise of sociocultural theories is leading to more group discussions and activities in language learning textbooks today. In this essay, two different textbooks will be compared based on the same grammar point and the influence shown by some previously mentioned theories. When comparing the differences, the reason why one is preferred will be present in the conclusion. The grammar point that this essay will focus on is emphasis. A book that has selected this grammar point is the New Headway Advanced Student's Book. In this manual, a pair exercise is used at the beginning and the second part of this exercise asks learners to spot differences where stress structure is used and discuss them with other learners. The following listening exercise encourages learners to pay attention to speech stress and tone of emphasis. Another written exercise with listening focused more on the form of emphasis but also on certain intonations of sentences, then followed by conversation practice. A rephrasing exercise follows to check if the stud......in the middle of the paper......is placed at the start of the first part, but with all adverbial expressions printed in bold to stand out, this which made the activity simpler compared to the other book. Input processing theory is also used here while the grammar rules are more specific and organized in another page followed by written exercises. Interestingly, there is also a demand for creative writing exercises at the end of the first part to enable learners to produce. This shows Swain's output hypothesis turning out to be used against Krashen's input hypothesis. The second part of this grammar point is introduced by a recall activity with listening and checking, which also shows that Lydia White's (1991) thinking on the new structure of the second language needs to be highlighted to be noticed. The grammar resource pages are basically the same as part one, but no creative writing activities followed..