Content continuity takes into account the notion of the authenticity of the pedagogical task in relation to the target task, a notion which is clearly derived from a prior analysis of students' needs. Given Candlin's emphasis on the process of learning rather than on its products, it is not surprising that Candlin expresses some reservations about the viability of content continuity, since pedagogical tasks that simulate real world tasks may lack verisimilitude. However, Candlin does see a role for such a principle in ESP-type situations (Candlin 1987).