# data[].attributes.body
1.    Error is acceptable as long as a speaker can express and get the meaning across.

2.

3.    Communicative competence is the desired goal.

4.    Students are expected to use language to interact in meaningful real life context.

5.    Intrinsic motivation will spring from > an interest of real life/pedagogic related topic discussed during the lesson. > from practical use of language

6.    The sequence of the units is determined by the context/theme/topic.

7.    Attends to meaning more than structure and form.

8.    Thinking about using the language more than the memorisation of the structure.

9.    Reading and writing are also important.

10.Ditto no. 8

11.Language items should be contextualized.

12.TBLT and TSLT are the central technique.

13.Target-like pronunciation.

14.Grammar explanation should be taught but is not the most crucial feature.

15.Communicative activities happen during most of the lesson.

# data[].attributes.body
1. Errors are not the most important feature, it concerned about the communication.
2. Language learning is learning  how to communicate with others.
3. Communicative competence is the desire goal.
4. Students are expected to communicate in different situations.
5. Intrinsic motivation will spring from an demand of communicating with others.
6. The sequence of units is determined not only by linguistics complexity but also focus on the purpose of communication.
7. Attends to meaning more than structure and form.
8. Demands creation.

# data[].attributes.body
theory of language teaching
1.errors are acceptable
2 focus on communication
3 communicative competence is the desired goal
4  interact with classmates and teachers, material could both be controlled and flexible
5 motivation derives from various elements, like culture and personal needs.
6.the sequence of units are changed all the time depends on students' learning situation

# data[].attributes.body
1. Language is used for communication, errors are not prevented.
2. Language learning involves other competences, such as sociocultural, discourse, linguistic, pragmatic competence.
3. Communicative competence is the desired goal.
4. Students are expected to interact with their peers
5. There is more than one type of motivation involved such as extrinsic, integrative, instrumental.
6. the syllabus is designed with situation or themes which are more meaning-based.
7. meaning is more focused than forms.
8. Students are enhanced to create their own dialogues
9. Integrated language skills are promoted.
11. Language items are always contextualized
12. Drillings are minimized
13.

# data[].attributes.body
1. making errors is also a process of learning language.
2. clt emphasizes on learning to communicate throught interaction in the target language.
3. all the communicative goals both inside and outside classroom
4. students are able to use flexible learning content
5. in addition to these, motivation also comes from learning process
6. the sequence depends on the demands of students
7. giving due attention to those factors

# data[].attributes.body
Kautham, Ivy
1.Fluency is the goal of CLT not the accuracy.
2. Language learning as a medium of communication.
3. Communicative competence is the desired goal.
4. Students are expected to interact with environment, peers, teacher. To communicate effectively and spontaneously . The materials should be adapted to the context and meet students' need.
5. CLT needs  communication involving more than one person.
6.The sequence of units need to change all the time to adapt to students' changing need.
7. Focus more on meaning than form.
8.Depends on students' creativity. Encourage language use.
9. Reading and writing also promotes communicative competence.
11. Language items need to be contextualized

# data[].attributes.body
1. Language is viewed as a medium for communication, primarily focusing on fluency rather than accuracy, hence errors are acceptable.
2.LL is learning the function of language and language use in real life context.
3. Communicative competence is the goal.
4. Meaning focused, real world situation, social nature of learning.
5. Intrinsic motivation could be derived from the practical use of language.
6. Mixed syllabus (Situational, notional-functional as well as structural )
7. Form and meaning focused.
8. Yes but not necessarily to memorized the whole the dialogues, creative use of language is encouraged.

# data[].attributes.body
1. Language is tool, errors are acceptable and even useful if they do not prevent communication
2.Language is learning to communicate
3. Communicative competence is the goal
4. Students interact with other language users
5. Motivation is to communicate
6. Unit sequence can be related to actual tasks or contexts
7. Attends to meaning more than structure
8. Promotes creation of spontaneous dialogues for real usage
9. All skills can be integrated in real world tasks
11. Context is critical
12. Drilling is not preferred, real natural usage is preferred
13. Pronunciation is only focused on if it affects meaning or communication
14. Grammatical explanation is only attended to incidentally, focus on form
15. Communicative activities from the beginning
16. Native language may enrich or assist learning
17. Many varieties are recognised as valid
18. Learner is centre of class, active participation in learning
19. No, focus on form can happen incidentally or after usage
20. Fluency and communication are more important than formal correctness

# data[].attributes.body
1.Errors is a window on the stage of interlanguage grammar so it can not be prevented.
2.language learning is learning how to communicate.
3. communicate is the goal.
4.students can communicate with peers and choose what materials they like.
5.implicit motivation will be produced by communication.
6.
7

# data[].attributes.body
1. Language is developed for communication.
2. Language learning focuses on functions and meanings, and on developing communicative competences.
3. Linguistic competence is only part of desired goals.
4. Students need to be exposed to real-world materials.
5. Intrinsic motivation will spring from an interest in communication.
6. Syllabus should be more student-centred.
7. Attends to focus on form.
8. Encourage studnets' production.
9. Listening, speaking, reading and writing can be integrated in CLT.
10. same as 8
11.

# data[].attributes.body
1. Errors and OK but main focus is communication and meaning.
2. Language learning also involves other competences like sociolinguistic, pragmatic, discourse competence etc.
3. As above
4. Language teaching method is not fixed and student has a right to choose any forms to communicate
5. Motivation can come from many different sources. Intrinsic motivation may also come from an interest in the culture
6. The sequence is determined by various factors
7. Attends to meaning and form but meaning comes first
8. Requires development of communication skills but not memorisation
9. All skills are encouraged to be used
10. Do not ask students to do structure-based dialogues (can make their own dialogues)
11. Context is important
12. No drilling
13. Pronunciation is not important if meaning is conveyed correctly
14. Grammar can be explained but should not be focused on so much
15. Communicative activities come first and may result in grammar exercises after
16. Same
17. Same
18. The teacher does not control - learner-centred
19. Students can choose their own language that they are to use in the target language
20. Primary goal is meaning

# data[].attributes.body
1.Language is about getting meaning crossed. Errors are not so important.
2. learning communication.
3.Communicative competence is the goal.
4. Through task.
5. Be motivated by teachers
6. Interests
7. Meaning more.
8. communication
9. All skills are
10. communication
11. put into a specific context.
12. TBLT
13. No
14. Needed
15.

# data[].attributes.body
1.     Not necessarily; errors can be made and rectified

2.     Focus on meaning rather than solely on structures

3.     To consider other competences- strategic, communicative, discourse etc.

4.     A whole range of materials can be used in CLT; to fit the lesson objectives

5.     One of the motivations lies in the need to communicate ideas effectively; ability to express and articulate ideas well

6.     Determined by learning goals

7.     No

8.     No

9.     A holistic curriculum- it is not necessary to master one component before learning another language component

10.  Understanding and internalising the use of language

11.  Content must be related to context

12.  Not apparent in CLT

13.  No- due to presence of different varieties

14.  Not the main focus

15.  Communicative activities are to be incorporated into lessons.

16.  Can be used in learning

17.  No

18.  No

19.  No- understanding is key

20.  Goes through a learning process- may not be accurate at the beginning

# data[].attributes.body
1."language is not a habit" we must accept errors as part of the natural process in acquisition.
2. Language learning is learning meaning which entails form and function suitable to the communication.
3. Linguistic competence is only a part of holistic communicative competence which is the desired goal.
4. social interaction is encouraged using target language forms.
5. instrinsic motivation derives from one's own purpose of learning their L2 and their learning needs.
6. the sequence of units is determined by topics that are relative to the students' needs from the course.
7. Attends to both structure and meaning.
8. CLT looks more into the language forms of the context rather than memorisation.
9. all skills are inclusive to help the processes of others.
10. same as no 8
11. All language items are contextualised, they all carry meaning.
12. Drilling is just one technique particularly useful for beginner learners.
13. If