Role of comprehension ability and production ability in task selection in the second language classroom

It is well-documented in the literature that the use of communication tasks in the second language (L2) classroom is of primary importance. However, until very recently, it has been strongly<br>suggested that second language acquisition (SLA) is possible only by the exposition to and the provision of cOlhprehensible input. The role of production has been given a secondary role in SLA The aim ofthis paper is threefold: (1) It argues that opportunities for both the provision of comprehensible input and the production of comprehensible output are necessary for SLA (2) It provides a theoretical rationale and an SLA model for the choice of communication tasks in the L2 classroom, and (3) it provides a typology of these tasks and their possible contribution to SLA through the opportunities which they create for the provision of comprehensible input and the production of comprehensible output