# data[].attributes.headline
1. Errors should be presented after the communication (feedback).2. Not just learning structures, but also the four dimensions.3. Linguistic is one of the goal, CC is the final desired goal.4. Students have more autonomy in the learning process and CLT is more learner-centered instead of controlled by formal instruction.5. Intrinsic motivation in CLT can come beyond the classroom and spring from real life.6. The sequence in CLT is based on the need to communicate7. Meaning-focused more than form-focused.8. require the students to communicate in a specific context9.invlove speaking reading writing and listening as well11. contextualization is necessary12.communication is central 13.appreciate diversity14.explanation is necessary15.CLT communicative activities can come along in the process16.is not forbidden17.diversity is appreciated18.learner-centered19.teacher is taking part in learning20. accuracy is not the primary goal, but an understandable communication is the primary goal.

# data[].attributes.subject
1. Errors should be presented after the communication (feedback).2. Not just learning structures, but also the four dimensions.3. Linguistic is one of the goal, CC is the final desired goal.4. Students have more autonomy in the learning process and CLT is more learner-centered instead of controlled by formal instruction.5. Intrinsic motivation in CLT can come beyond the classroom and spring from real life.6. The sequence in CLT is based on the need to communicate7. Meaning-focused more than form-focused.8. require the students to communicate in a specific context9.invlove speaking reading writing and listening as well11. contextualization is necessary12.communication is central 13.appreciate diversity14.explanation is necessary15.CLT communicative activities can come along in the process16.is not forbidden17.diversity is appreciated18.learner-centered19.teacher is taking part in learning20. accuracy is not the primary goal, but an understandable communication is the primary goal.

# data[].attributes.body
1. Errors are ok
2. Focus on meaning
3. Not only linguistic competence but also sociolinguistic, discourse and pragmatic competence.
4. Language learning is an interaction with the environment
5. Not only intrinsic but also extrinsic motivation. Motivated to communicate with other people.
6. determined by communicative needs of students
7. Focus on meaning
8. No memorization. Creativity is enhanced.
9. All four skills: speaking, listening, reading and writing come together
10. ---
11. Language items are relevant to real world.
12. Interaction is a central technique. No drilling.
13. Variety of accents and pronunciations . No standard English.
14. Grammatical explanation is necessary in some contexts. When students ask questions or have problems
16.
15. Communicative activities are the main focused.
17. Varieties of language are allowed.
18. Lerner-centered. Teacher play a role as a facilitator or adviser
19. Students can be free to use their own language
20. Fluency in communication

# data[].attributes.body
1. error is ok, not directly corrected
2. learn communication techniques
3. communicative competence is the desired goal
4. the materials are more open, not as controlled
5. intrinsic motivation will arise from students being able to communicate adequately
6. the sequence of units is determined by themes and what students would likely want to communicate about
(the students' communicative needs)
7. attends to meaning more than form or structure
8. students creating of new dialogue or writing
9. all forms, reading writing listening and reading are introduced together
10. see 8
11. context is key, everything is learned within real world contexts
12. drills aren't central, yet still used
13. pronunciation does not need to be native-speaker-like
14. explanation of grammar can occur in pre- and post-task phase
15. communicative activities are introduced from the beginning
16. L1 use can be used within reason, however it is not to be heavily relied upon
17. varieties of language are recognised and encouraged
18. student focused, teacher as facilitator
19. students are able to use whatever language they feel fits a certain situation
20. portraying meaning is the primary goal

# data[].attributes.body
1. Errors are part of language learning
2.
3. CC is the desired goal
4.  Students are expected to interact with each other and with material from real life
5. Motivation comes from being able to express themselves and communicate in English and experience another culture (although this is not guaranteed by CLT)
6. The sequence is determined collaboratively by the need for communication.
7. Focus on meaning and successful communication
8.  Demands the creation of real life dialogues
9.  !? - Disagreement on this: Either production modes (i.e. speaking & writing), OR: speaking and listening (i.e. oral modes).
11. Language should always be contextualised and real-world
12.  No drilling in CLT, more meaning-focussed free talk
13. multiple models of English are accepted.
14. only explain if the students ask?
15. the CC gained during the procedure.
16. not forbidden but prefer to use English as much as possible.
17. it is emphasised in CLT.
18. learner-centered, the teacher as a facilitator.
19. students are free to choose the language they want to use.
20. successful communication is the primary goal.

# data[].attributes.headline
Amaliah, Grace, Jasmin, Hannah, Inae :) 

# data[].attributes.subject
Amaliah, Grace, Jasmin, Hannah, Inae :) 

# data[].attributes.body
1. errors are permitted
2. focus on meaning
3. communicative competence
4. the students' interest in fluency
5. the language acquisition depends on the student's motivation
6. determined by communicative topics
7. attends to meaning
8. not need to memorize
9. during the speaking
10. BONUS
11. real world context
12. drilling the course peripheral
13. comprehensible pronouncition
14. not form focus, it is implemented into task
15. rigid drills avoided
16. judicious use of native language is accepted where feasible
17. varieties of languages are embraced
18. the teacher as an advisor during communicative activities
19. teacher cannot know exactly what language the student will use
20. fluency

# data[].attributes.body
1. errors are ok, because it emphasizes the fluency in in-class communication, not accuracy.
2. CLT is meaning-focused
3. communicative competence is the desired goal.
4. Students are provided with different communicative activities, not stick to certain textbooks.
5. Motivation comes from the students' communicative needs and goals.
6.
7. Attends to meaning more than form and structure.
8. demands understandable and appropriate language use in a particular context.
9. We think all 4 skills are equally important.
11. Language items need to be contextualized.
12. Drilling is not a central technique.
13. Fluency is prioritized.
14. It depends on the task.
15. Communicative activities can be performed at any level of English learning.

# data[].attributes.body
1. "Language is a tool of communication" so error can be accepted.
2. Language learning is learning how to communicate.
3. Communicative competence is the desired goal.
4. Students are expected to interact with each other, embodied in discourse competence, sociocultural competence, strategy competence, linguistic competence.
5. Intrinsic motivation will spring from interest in desire of communication.
6. The sequence of units is determined by the communicative needs.
7. Attends to form and meaning more than forms.
8. Demands organization of notional-functional-based and task-based syllabus
9.
11.
12. Developing all kinds of skill