| Summary: | This paper starts by going back to the notions of the actional and communicative competence, both of which we consider to be determined by the relationship between the persons who are involved in the action and/or communication. On this basis, we define an interaction-based approach of language learning/teaching that, in addition to the usual kinds of tasks integrates real-life tasks, which learners accomplish within the framework of real social interactions outside the classroom. Then, we introduce the principle of invisible didactics used to design the websites of the Babelweb project (Ollivier et al.) and which allows us to create virtual interaction spaces that resemble other social media on which learners can act as real “social agents”. The comparison, cross-checked with previous research, between the language behaviour of learners on a Babelweb blog and the language behaviour of French native speakers who complete a similar task on the social web, makes it possible to show the similarities and differences in the behaviour of both groups so that not only the limits but the advantages of invisible didactics can be distinguished.
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