Hadaś, Justyna2016-09-262016-09-2620162306-5532http://hdl.handle.net/10593/14939The author carries out a pedagogical reflection on how the technology driven distance learning repeatedly neglects the scientific achievements of Second Language Acquisition and Language Pedagogy. Seeing communicative competence as a major goal of a language classroom, she presents the main challenges that the communicative approach poses to distance learning. To this end, a general distance learning theory by Moore is adapted to the needs of language education, through a distinction between three aspects of learner interaction – with the teacher, with other learners and with content. In this three-dimensional paradigm the learner is seen as the main actor of the process, the teacher as a facilitator, the text as a main source of communicative data and the learner autonomy as the fundament of the process.polinfo:eu-repo/semantics/openAccessdistance language learningcommunicative approachcommunicative competenceinteraction, e-learningtechnology-based learninglearner autonomytransactional distance theoryinteraction with textteacher-learner collaborationArtykuł