ABSTRACT
This introduction presents an overview of key concepts discussed in the subsequent chapters of the book. The book explores the construct of theme-centred interaction as a critical instrument to discuss some of the implications of 'alternative methods' for such pedagogy. It focuses on the learner's contributions to the learning process where they are given a chance of determining their own learning. The book reveals attention to a number of areas relating to conceptual and practical matters in the process and project-oriented classroom. The authors called for a radical departure from objectivist curriculum models which had dominated foreign language teaching and classroom practice. Informed by the experience of the data, the chapter will identify a number of questions which require further enquiry and research for learner education and pre/in-service teacher development. The book proposes a broadening of the traditional concept of communicative competence by adding the domain of process competence.
