Learning a foreign language for communicative purposes is a tedious, laborious process oriented first of all to the acquisition and expansion of linguistic and metalinguistic knowledge that a student will further on apply to convey a variety of meanings in an extensive number of communicative contexts. This article aims at emphasizing the need for a teaching-learning framework that ensures recurrent interactions with linguisticcontents through miscellaneous strategies in a variety of contexts to facilitate effective transformation of linguistic input into intake and output.