ABSTRACT
This chapter examines the communicative tasks; their underlying educational and psychological assumptions will help to provide a basis on which one can construct a principled methodology for a task-based and interactional approach to modern language teaching. In order to achieve the aims of holistic learning Confluent Education makes use of the large arsenal of techniques which the various disciplines of humanistic psychology, and particularly Gestalt Therapy, provided in the USA during the 1960s and 1970s. As Bach and Molter point out, the various branches of Humanistic Psychology exercised a considerable influence on the psycho-therapeutic practice in Western industrial societies. The chapter reveals individual tasks taken from humanistic approaches and related resource books. It examines their relevance for communicative language teaching. By taking into account the two fundamental premises of clarity and trust and by applying the criteria which one have spelled out, communicative tasks, especially those generated by humanistic approaches, could have a major influence in the communicative classroom.
