Process and Experience in the Language Classroom argues the case
for communicative language teaching as an experiential and task
driven learning process. The authors raise important questions
regarding the theoretical discussion of communicative competence
and current classroom practice. They propose ways in which
Communicative Language Teaching should develop within an
educational model of theory and practice, incorporating traditions
of experimental and practical learning and illustrated from a wide
range of international sources. Building on a critical review of
recent language teaching principles and practice, they provide
selection criteria for classroom activities based on a typology of
communicative tasks drawn from classroom experience. The authors
also discuss practical attempts to utilise project tasks both as a
means of realising task based language learning and of redefining
the roles of teacher and learner within a jointly constructed
curriculum.
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