This concept goes right to the heart of communication itself, stressing the dual roles of "receiver" and "sender" in any communicative situation. Interaction creates the "negotiation between interlocutors" which in turn produces meaning (semantics). The concept of interactive Learning necessarily entails that there will be a lot of pair and group work in the classroom, as well as genuine language input from the "real world" for meaningful communication.
This kind of instruction involves the giving over of some "power" in the language Learning process to the learners themselves. It also strives to allow for personal creativity and input from the students, as well as taking into account their Learning needs and objectives.
This concept stresses the "team" like nature of the classroom and emphasizes cooperation as opposed to competition. Students share information and help, and achieve their Learning goals as a group.
This kind of Learning joins language Learning to content/subject matter and engages them both concurrently. Language is seen as a tool or medium for aquiring knowledge about other things, instantly proving its usefulness. An important factor in this kind of Learning is that the content itself determines what language items need to be mastered, not the other way around. When students study math or science using English as the medium, they are more intrinsically motivated to learn more of the language.
This concept equates the idea of a "learning task" to a language Learning technique in itself. This could be a problem solving activity or a project, but the task has a clear objective, appropriate content, a working/application procedure, and a set range of outcomes.