ABSTRACT
This chapter explores the areas of both knowledge and abilities of the process-oriented classroom that requires aims to develop. It reveals how process competence embracing both knowledge and the ability to use this knowledge can come about through learner education. The cyclical and cumulative development of experiential learning in the communicative classroom relies on seven inter-related types of learner capacities. The chapter examines a number of 'tools' which have emerged as useful for the development of learner capacities and the encouragement of learner's active and conscious participation in their education as learners. It focuses on the issues in the classroom's culture: personal growth and interpersonality, learner strategies and autonomy, text production and presentation, and peer teaching. The project data contribute to the debate on learner autonomy by helping to clarify two important aspects of it. The chapter discusses the difference between 'learner training' and 'learner education'.
