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30 DAVID NUNAN AND CLARICE LAMBchooscs to movc along the continuurn depends on onc’s learners and the context andenvironment of the instructional process.Table 2.3 shoxvs how the continuum can apply to the learning process domain. Onceagain, we see that learner-ccntcrcdnws is not an all-or-nothing process, but can licimplemented in a series of gradual steps.Tuble 2.2 Learner-ccntcredncss in the experiential content domainLevel Leurner act ion Glo,r1 Abvarcncss 1.carnc.n arc matlc aware of the pdagogical goals antlcontent of the course.2 In\ olvcmcnt Lcarncrs arc involved in sclccting thcir o\vn goals andol>jcctivcs from a range of altcrnati\-cs on offcr.3 Inter\ cntionLcarncrs arc in\ olvctl in modifying and adapting theqoals and content of the learning program.4 Crcation Lcarncrs crcatc thcir o\vn goals ancl ohjcctivcs.5 Transccntlcncc I.carncrs go Ixyond thc classroom and make linkst)ct\\ccn the contcnt of the classroom antl thc \vorldbcvond thc classroom,Tuble 2.3 Lcarncr~ccntcrcdncss in the lcarninc process domainI.cve1 Lecirner action Gl0s.s1 A\varcncss L,carncrs itlcntify stratcg! implications 01’ pcdagogicaltasks antl idcntil) thcir o\vn prctcrrctl learningstj Ics/stratcgics.2 Involvcnicnt Lcarncrs makc choices among a range of options.3 Intervention Lcarncrs niodif) /adapt tasks4 Crcation Lcarncrs crcatc thcir own tasks5 Transccndcncc Lcarncrs \>cconie teachers antl rescarchcrsCommunicative language teachingCommunicatiw language teaching cmcrgcd from a numlicr of disparatc sources. Duringthc 1970s and 1980s applied linguists antl languagc educators began to re-evaluatepedagogical practice in the light of changrtl views on the nature of language and learning,and the role of teachers and lcarners in thc light of these changing vicws. The contrastlietween what for want ofhettcr terms we have called “traditionalism,” and communicativelanguage teaching (CLT), is shown in Tablc 2.4 in relation to a numlicr of key variableswithin the curriculum. The table prcscnts contrasts in relation to theories of language andlearning, and in relation to objectives, syllabus, classroom activities and the roles of learners,teachers antl materials. The vicws illustrated represent points on a continuum, rather than