ABSTRACT  The addition of communication practice to already crowded lesson plans carries the risk of undermining formal instruction and needs to be reexamined with specific pedagogical objectives in mind. This paper discusses the motivation behind the gradual shift in emphasis from drill to communication practice and concludes that the students' awareness of their learning process plays a significant role in bridging this gap. Specific examples of communication exercises demonstrate a method for promoting a natural exchange of information that encourages students to take responsibility for improving their communicative skills.